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JOI:-[N  KING'  a.ABK. 


UNIVERSITY  OF  CALIFORNIA 
AT    LOS  ANGELES 


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SYSTEMATIC 
MORAL  EDUCATION 


WITH   DAILY   LESSONS   IN   ETHICS 


BY 


JOHN  KING,  CLARK 


THE  A.  S.  BARNES  CO. 

NEVS^  Y^ORK 

1910 


Copyright,  1910 
By  The  A.  S.  Barnes  Company 


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©eOication 

To  THE  MANY  PUPILS  WHO  HAVE  TAUGHT  ME  TENFOLD  AS 
MUCH  OF  THE  VALUE  AND  BEAUTY  OF  CHARACTER  AS  I  HAVE 
TAUGHT    THEM,     THIS     BOOK     IS     AFFECTIONATELY     DEDICATED 


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PREFACE 

There  appears  on  all  sides  a  demand  for  more  explicit 
moral  education  in  the  elementary  schools.  As  yet,  how- 
ever, there  is  no  unanimity  concerning  the  subjects  to  be 
taught,  or  the  method  to  be  employed.  This  book  is  an 
attempt  to  solve  the  problem  in  a  definite  and  practical 
way. 

Part  I  outlines  briefly  the  science  and  art  of  giving 
ethical  instruction  and  moral  training,  with  a  descrip- 
tion of  practical  work  in  ethical  culture.  Part  II  con- 
sists of  a  series  of  lessons  on  ethical  topics  that  concern 
the  every-day  life  of  the  child:  it  is  written  expressly 
for  his  comprehension  and  from  his  point  of  view.  The 
two  parts  together  constitute  a  work  on  the  theory  and 
the  practice  of  ethics. 

Many  have  been  the  faithful  but  little-known  teachers 
who,  from  time  immemorial,  have  left  their  impress,  both 
by  precept  and  by  example,  upon  the  characters  of  their 
pupils.  Moral  education  is  therefore  no  new  thing.  As 
here  outlined,  however,  it  is  systematized  into  a  plan, 
and  made  direct  and  definite. 

Suggestions  for  this  work  have  been  gathered  from 
many  sources;  and  materials  furnished  by  others  have 
been  selected  and  utilized.  I  desire  to  acknowledge  with 
gratitude  my  indebtedness  to  all  from  whom  such  aid 
has  come.  To  none,  perhaps,  am  I  more  deeply  indebted 
than  to  my  immediate  associates  in  the  work  of  teach- 


PREFACE 

ing.  They  have  contributed  many  of  the  syllabi  in  Part 
II;  they  have  labored  loyally  to  present  the  lessons  in- 
telligently'' and  to  put  into  practice  the  work  outlined, 
thus  proving  by  experiment  the  worth  of  the  s^^stem. 

The  honest,  enthusiastic  teacher,  a  lover  of  his  kind 
and  of  his  profession,  will  gladly  welcome  help  and  seek 
light,  from  whatever  source  they  may  come.  I  trust  that 
the  light  thrown  upon  my  subject  by  this  work,  whether 
it  be  direct  or  reflected,  will  help  to  illumine  the  pathway 
of  those  teachers  whose  aim  is  the  development  of  char- 
acter. 


CONTENTS 


PART  I 

CHAPTER  PAGE 

I.     The  Demand  for  Moral  Education  by  the  School  1 

II.     Direct  and  Indirect  Moral  Teaching        ...  8 

III.  Morality  and  Its  Sanction 11 

IV.  Character  ;  the  Subconscious  Mind  ;  and  the  Power 

OF  Thought 16 

v.     The  Child:  His  Limitations  and  His  Possibilities  .  21 

VI.     The  Teacher:  His  Training  and  His  Personality    .  26 

VII.     Moral  Training  and  School  Incentives     ...  32 

VIII.     Subjects  for  Daily  Lessons 35 

IX.     Method  of  Presentation  and  Drill  ....  39 

X.     Moral  Growth  through  Practice       ....  44 

XI.     Moral  Growth  through  Pupil  Government      .        .  52 

XII.     Moral  Training  through  Assembly  Exercises          .  58 

XIII.  Auxiliary  Means  in  Indirect  Training      ...  63 

XIV.  Results  of  Moral  Training 69 

Bibliography  .         ........  72 


I.    Morals:  Topics  and  Outlines 

1.  Obedience 

2.  Real  Self 

3.  Self-control 

4.  Service  . 

5.  Helpfulness 

6.  Kindness 

7.  Goodwill 

8.  Confidence 

9.  Gratitude 
10.  Charity 


PART  n 

rLINES 

77 

11. 

Home;  Parents 

83 

12. 

Respect 

88 

13. 

Cleanliness  . 

91 

14. 

Amiability    . 

96 

15. 

Cheerfulness 

98 

16. 

Courtesy 

101 

17. 

Companions . 

107 

18. 

Friendship    . 

110 

19. 

Honor  . 

111 

20. 

Fair  Play      . 

77 
115 
116 
120 
123 
127 
128 
130 
132 
133 
139 


CONTENTS 

21. 

Courage. 

.     140 

27.    Temperance 

22. 

Work     . 

.     143 

28.   Patriotism 

23. 

Business 

.     147 

29.   Play      . 

24. 

Punctuality 

.     149 

30.  Thoughts 

25. 

Thrift    . 

.     151 

31.    Habits  . 

26. 

Perseverance 

.     153 

32.   Character 

II.    Manners  :  Topics  and  Outlines 

1.  General   ,         .        .167      4.   At  School 

2.  At  Home         .         .     168      5.   At  Church 

3.  At  Table  .        .     169      6.    In  Conversation 


III.    Quotations  ;  Maxims  ;  Proverbs 


1.  Obedience 

2.  Eeal  Self 

3.  Self-control 

4.  Service    . 

6.  Helpfulness     . 

6.  Kindness 

7.  Goodwill 

8.  Charity    . 

9.  Home  and  Parents 

10.  Cleanliness 

11.  Amiability 


173 
174 
176 
177 
179 
180 
181 
182 
183 
184 
186 


12. 
13. 
14. 
15. 
16. 
17. 
18. 
19. 
20. 
21. 


Honor  . 

Courage 

Work    . 

Punctuality 

Perseverance 

Temperance 

Patriotism 

Thoughts 

Character 

Manners 


IV.   Selections  from  the  Bible 
V,    Hymns  and  Songs 


PAOB 

155 

156 
158 
160 
162 
164 

137 
169 
170 
171 

173 

186 
189 
191 
194 
196 
198 
199 
202 
203 
208 

210 
213 


PART  I 


SYSTEMATIC   MORAL   EDUCATION 

CHAPTER  I 

THE  DEMAND  FOR  IMORAL  EDUCATION  BY 
THE  SCHOOL 

"The  question  of  moral  education  is  the  heart  of  the 
modern  educational  problem."  This  is  the  declaration 
of  a  committee  appointed  at  a  "World's  Conference  on 
Moral  Education,  held  in  London  in  September,  1908, 
and  consisting,  among  others,  of  the  Hon,  James  Bryce, 
"W.  F.  Stead,  the  Bishop  of  Ripon,  Canon  Bell,  Presi- 
dent John  H.  Finley,  the  late  Richard  "Watson  Gilder, 
President  "William  H.  Taft,  and  President  Nicholas  Mur- 
ray Butler. 

What  causes  this  demand  for  a  stronger  emphasis  on 
moral  education?  Are  our  educational  ideals  changing? 
History  shows  that  nations  have  made  their  education  a 
training  for  the  attainment  of  the  tilings  they  value 
most.  As  power,  learning,  piety,  skill,  and  wealth  be- 
came in  turn  the  object  of  desire,  so  the  means  of  secur- 
ing them  became  the  subject  of  study.  Athens,  valuing 
beauty,  symmetry,  and  harmony,  both  physical  and  in- 
tellectual, sought  through  her  great  teachers  to  cultivate 
a  love  of  the  true,  the  beautiful,  the  good.  Rome,  ex- 
alting law,  authority,  and  conquest,  instructed  her  youth 

1 


2     SYSTEMATIC  MORAL  EDUCATION 

in  oratory,  so  that  they  might  advocate  the  claims  of 
law;  and  skilled  them  in  war,  so  that  they  might 
plant  the  Roman  eagles  in  the  uttermost  parts  of  the 
earth.  The  education  of  monasticism  was  other-worldly, 
because  the  gaze  of  its  votaries  was  fixed  upon  the  here- 
after. Training  in  arms,  loyal  and  gallant  service  to 
the  king,  and  devotion  to  whatever  was  noble,  brave, 
and  courteous,  comprised  the  education  of  chivalry,  be- 
cause these  Avere  the  highest  ideals  of  that  age. 

The  history  of  our  own  country,  after  the  first  strug- 
gle for  liberty,  shows  an  eager  desire  for  material  suc- 
cess. We  established  scientific  schools,  agricultural  col- 
leges, and  commercial  courses.  Money  was  the  treasure 
upon  which  the  nineteenth  century  set  its  heart ;  and  the 
surest  means  of  obtaining  that  treasure  became  the  ob- 
ject of  close  study  and  practice.  That  our  education  in 
this  field  was  thorough  and  effective,  is  proved  by  the 
prosperity  of  the  times. 

But  material  success  does  not  necessarily  bring  a  cor- 
responding advance  in  the  higher  achievements  of  life. 
Too  often,  wealth  and  luxury  weaken  the  moral  fiber  of 
a  people,  and  lower  the  standard  of  right  living.  An- 
cient Rome  experienced  this  to  her  sorrow.  In  this  coun- 
try, our  self-satisfied  equanimity  has  been  disturbed  by 
recent  events  in  the  commercial  world.  We  are  begin- 
ning to  ask  whether,  in  our  mad  scramble  for  wealth,  we 
have  not  missed  something.  Is  an  education  for  ma- 
terial success,  or  even  for  intellectual  culture,  adequate 
to  the  highest  needs  of  a  people?  Will  it  bring  satis- 
faction and  happiness  to  them  that  seek  it  ? 

Engrossed  by  the  pursuit  of  wealth,  and  madly  stren- 
uous in  enjoying  it,  we  Americans,  suddenly  grown  rich, 


DEMAND  FOR  MORAL  EDUCATION  3 

find  little  time  or  desire  for  the  pursuit  of  nobler  aims. 
Our  churches  are  poorly  attended ;  and  religious  and 
moral  instruction  is  neglected  in  the  home.  Our  people 
are  seized  with  an  inertia,  caused  partly  by  skepticism, 
and  partly  by  reaction  from  Puritanical  or  priestly 
domination.  Our  ideals  are  sinking  in  consequence. 
Moreover,  the  changing  character  of  our  population,  due 
to  the  heavy  immigration  from  Southern  Europe  and 
Asia,  renders  the  problem  of  the  moral  regeneration  of 
the  people  still  more  complex.  This  seems  a  pessimistic 
view  of  conditions;  but  let  us  ask  ourselves:  Is  it  not 
true  that  the  virtue  of  our  forefathers  is  no  longer  held 
in  its  former  high  esteem? 

The  fact  that  we  are  awakening  to  a  knowledge  of 
our  moral  weakness  is  a  healthful  sign.  That  something 
must  be  done  to  improve  our  condition  is  evident,  if  we 
are  to  continue  a  great  nation.  This  demand,  made  by 
thoughtful  people,  is  being  met  by  the  educators  of  the 
country. 

In  1906  the  National  Educational  Association  ap- 
pointed a  committee  to  report  on  the  best  plan  of  teach- 
ing ethics  in  the  elementary  schools.  In  1908,  the  same 
association  put  itself  on  record  as  approving  "the  in- 
creasing appreciation  among  educators  of  the  fact,  that 
the  building  of  character  is  the  real  aim  of  the  schools, 
and  the  ultimate  reason  for  the  expenditure  of  millions 
for  their  maintenance.  There  are  in  the  minds  of  the 
children  and  youth  of  to-day,  a  tendency  toward  a  dis- 
regard for  constituted  authority,  a  lack  of  respect  for 
age  and  superior  wisdom,  a  weak  appreciation  of  the 
demands  of  duty,  a  disposition  to  follow  pleasure  and  in- 
terest, rather  than  obligation  and  order.     This  condi- 


4  SYSTEMATIC  MORAL  EDUCATION 

tion  demands  the  attention  and  action  of  our  leaders  of 
opinion,  and  places  important  obligations  upon  school 
boards,  superintendents,  and  teachers."  An  association 
of  principals  in  New  York  City  has  taken  action  "to  the 
end  that  some  plan  mayJbe  devised  for  teaching  morals 
in  the  schools."  The  Brooklyn  Teachers'  Association, 
through  a  committee,  intends  to  study  the  problem.  It 
is  their  purpose  to  enlist  the  co-operation  of  clergymen, 
physicians,  and  other  professional  and  philanthropic 
men  and  women  in  the  work. 

The  demand  for  moral  education  is  not  confined  to  our 
own  country.  England  requires  moral  instruction  in 
her  national  and  church  schools,  on  the  plea  that  it  is 
necessary  in  order  that  *'she  may  maintain  her  commer- 
cial supremacy."  In  its  1908  code  of  regulations  for 
public  elementary  schools,  the  Board  of  Education 
states:  "Moral  instruction  should  form  an  important 
part  of  the  curriculum  of  every  elementary  school. 
Such  instruction  may  either  be  incidental,  occasional, 
and  given  as  fitting  opportunity  arises  in  the  ordinary 
routine  of  lessons,  or  be  given  systematically  and  as  a 
course  of  graduated  instruction.  The  instruction  should 
be  specially  directed  to  the  inculcation  of  courage,  truth- 
fulness, cleanliness  of  mind,  body,  and  speech,  the  love 
of  fair  play,  consideration  and  respect  for  others,  gen- 
tleness to  the  weak,  kindness  to  animals,  self-control  and 
temperance,  self-denial,  love  of  one's  country,  and  ap- 
preciation of  beauty  in  nature  and  in  art.  The  teach- 
ing should  be  brought  home  to  the  children  by  reference 
to  their  actual  surroundings  in  town  or  country,  and 
should  be  illustrated  as  vividly  as  possible  by  stories, 
poems,  quotations,  proverbs,  and  examples  drawn  from 


DEMAND  FOR  MORAL  EDUCATION    5 

history  and  biography.  The  object  of  such  instruction 
being  the  formation  of  character  and  habits  of  life  and 
thought,  an  appeal  should  be  made  to  the  feelings  and 
the  personalities  of  the  children.  Unless  the  natural, 
moral  responsiveness  of  the  child  is  stirred,  no  moral  in- 
struction is  likely  to  be  fruitful." 

Emperor  William  of  Germany  appeals  to  his  people 
for  moral  instruction  in  the  schools  ' '  for  the  sake  of  the 
Fatherland."  France,  realizing  that  the  safety  of  the 
state  and  the  preservation  of  the  home  are  in  peril,  has 
gone  farther  than  any  other  nation  in  moral  education. 
Through  her  department  of  education,  she  has  devised 
an  elaborately  graded  course,  and  daily  syllabi  on  se- 
lected morals  topics. 

While  municipalities,  states,  and  nations  are  thus  try- 
ing to  meet  and  solve  the  problem,  purely  for  self- 
preservation  or  for  economic  ends,  much  literature  on 
the  subject  has  been  put  forth.  The  trend  of  public  sen- 
timent, therefore,  seems  also  to  be  in  the  direction  of  im- 
proved moral  education. 

With  the  changing  ideals  of  the  twentieth  century  has 
come  a  corresponding  change  in  its  educational  creed. 
Our  country,  now  having  attained  material  prosperity 
and  territorial  expansion,  recognized  now  as  a  leader 
among  the  nations  in  science,  commerce,  manufacture, 
and  even  in  the  means  of  education — having,  in  short, 
realized  her  former  ideals,  our  country  must  inevitably 
seek  higher  ones ;  and,  passing  from  material  and  intellec- 
tual spheres,  must  step  into  the  moral  realm  for  more 
■worlds  to  conquer. 

The  twentieth  century  seems  likely  to  be  an  epoch- 
making  one  in  the  educational  world.     There  is  unrest, 


6     SYSTEMATIC  MORAL  EDUCATION 

dissatisfaction,  over  the  present  school  training.  We  are 
reaching  out  for  better  things;  and  what  is  of  greater 
value  than  the  moral  enlightenment  of  the  youth  of  the 
land? 

Granted  the  necessity  of  greater  attention  to  moral 
education,  the  question  arises:  By  whom  or  by  what 
agency  should  it  be  conveyed  ? 

Many  maintain  that  it  is  not  the  business  of  the  schools 
to  give  moral  instruction.  This,  they  say,  is  the  func- 
tion of  the  home,  or  of  the  church  and  Sunday-school. 
There  is  no  question  as  to  the  value  of  home  training, 
provided  the  home  is  an  ideal  one,  and  provided  the 
parents  not  only  feel  their  obligation  to  give  such  train- 
ing, but  are  able  and  willing,  because  of  their  own  views 
of  life  and  manner  of  living,  to  discharge  it. 

But  this  centurj^  witnesses  a  standard  of  living  and 
conditions  very  different  from  those  of  the  last.  A 
hundred  years  ago,  only  five  per  cent,  of  the  population 
lived  in  cities.  According  to  the  last  census,  over  fifty 
per  cent,  live  city  lives  or  are  under  city  influences. 
With  this  removal  to  the  cities  come  increased  tempta- 
tions and  allurements  from  the  old-fashioned  path  of  vir- 
tue. Family  life  loses  its  unity  and  power.  In  the 
mad  rush  of  city  existence,  family  interests  are  divided 
or  lost.  Electricity,  automobiles,  air  ships,  and  light- 
ning transit  destroy  the  opportunity  for  reflection,  and 
for  the  cultivation  of  the  finer  as  well  as  the  nobler 
sentiments.  The  effect  of  all  this  is  not  only  pernicious 
to  children,  but  even  more  disastrous  to  those  who  are 
supposed  to  lead  these  children  in  the  way  they 
should  go. 

Too  often,  life  in  the  city  means  life  in  the  street. 


DEMAND  FOR  MORAL  EDUCATION  7 

With  children,  this  is  true  almost  of  necessity :  crowded 
apartments  and  lack  of  play  space  compel  them  to  seek 
recreation  out  of  doors.  Parents  also  find  home  somehow 
not  "the  dearest  spot  on  earth";  and  many  families 
scarcely  ever  meet  except  at  meals.  All  this  results 
either  in  no  opportunity  or  in  no  desire  for  instruction 
in  the  things  that  make  for  right  living.  In  short,  the 
home  should  not,  perhaps  cannot,  be  depended  on  for  the 
training  that  it  once  gave. 

In  the  churches,  probably  the  best  work  is  of  a  nega- 
tive character.  By  providing  gymnasiums,  clubs,  and 
the  other  features  of  the  modern  institutional  church, 
they  attract  children  and  j^outh  from  objectionable  re- 
sorts. The  Sunday-school  does  an  important  work;  but 
it  cannot  be  expected  to  accomplish  in  one  hour  a  week, 
even  under  ideal  conditions  and  instruction,  all  that  is 
to  be  desired.  Its  best  work,  also,  is  probably  indirect. 
In  short,  though  there  is  not  the  least  question  of  the 
sincerity  and  effectiveness  of  the  church  and  the  Sunday- 
school,  it  is  indisputable  that  they  cannot  and  do  not 
supply  the  neglect  of  the  home. 

To  provide  definite,  adequate  instruction  in  right  liv- 
ing; to  afford  inspiration  and  impulse  to  choose  the 
right;  and  so  to  strengthen  will-power,  and  give  oppor- 
tunity for  the  execution  of  right  desires — these  are  pre- 
eminently functions  of  the  schools.  In  fact,  these  should 
be  regarded  as  their  very  raison  d'etre.  To  neglect  the 
instruction  of  the  child  in  the  principles  and  laws  of 
right  living  is  to  deprive  him  of  His  best  and  highest 
birthright. 


CHAPTER  II 
DIRECT  AND  INDIRECT  MORAL  TEACHING 

Assuming  that  the  schools  should  undertake  the  work 
of  moral  education,  we  find  two  methods  of  giving  the 
necessary  instruction:  the  indirect  method,  and  the  di- 
rect method.  The  former  is  advocated  by  much  the 
larger  body  of  educators.  But  an  increasing  number  are 
beginning  to  see  that,  if  we  want  definite  results,  we 
must  have  direct  and  purposeful  teaching. 

We  must  differentiate  the  two  terms,  moral  training 
and  ethical  instruction.  The  former  has  a  much  larger 
content,  and  indicated  development  through  association, 
example,  observation  and  practice.  Those  who  declare 
for  indirect  teaching  confine  themselves  to  these  means, 
and  avoid  what  they  call  moralizing  or  preaching.  In 
distinction  from  this,  ethical  instruction  means  system- 
atic teaching  of  moral  lessons,  and  the  pursuit  of  some 
prescribed  course  on  selected  moral  topics. 

What  is  known  as  incidental  ethical  teaching  is  that 
which  is  given  as  occasion  arises.  Some  happening  of 
the  day  is  used  to  afford  material  for  a  lesson  in  ethics, 
as  are  also  the  subjects  of  history  and  literature.  This 
is  not  ethical  instruction  in  the  sense  in  which  that  term 
is  here  used. 

Of  the  value  of  indirect  or  suggestive  teaching  there 
can  be  no  question.    But  more  than  this  sort  of  teach- 

8 


MORAL  TEACHING  9 

ing  is  necessary.  The  child  is  supposed,  of  course,  to 
grasp  intuitively  the  lessons  to  be  conveyed.  As  a  mat- 
ter of  fact,  however,  many  children  are  not  quick  enough 
to  catch  the  thought  suggested.  And  the  failure  is  not 
due  to  obtuseness  alone.  Frequently  the  pupil  lacks  the 
mental  content  or  capital  from  which  such  lessons  may 
be  drawn.  He  represents  a  case,  not  of  immorality,  but 
of  unmorality.  His  moral  insensibility  is  the  result  of 
lack  of  cultivation  and  his  moral  nature  merely  needs 
development.  He  must  be  cured  of  "moral  blindness." 
This  is  the  work  that  ethical  instruction,  by  giving  him 
the  fundamentals  of  morality,  must  accomplish.  It  is  to 
be  feared,  moreover,  that  those  who  would  "point  a 
moral"  as  occasion  arises  often  forget  to  do  so.  The 
great  objection  to  such  a  haphazard  manner  of  instruc- 
tion is  that  this  teaching,  like  everything  else  done  with- 
out method  or  aim,  would  be  slighted.  Hence  the  wis- 
dom of  having  stated  periods  for  lessons,  and  some  log- 
ical order  of  presentation.  This  can  only  be  provided  for 
by  systematic  teaching. 

It  has  frequently  been  stated  that  the  child  dislikes  di- 
rect moralizing,  and  that  as  a  consequence  the  aim  of  the 
moralizing  is  never  reached.  This  argument  has  been 
met  by  Edward  Howard  Griggs,^  who  says:  "Children 
love  directness,  and  object  to  beating  around  the  bush. 
Indeed,  next  to  insincere  moralizing,  groMTi  people  and 
children  alike  resent  most  of  all  being  bribed  into  listen- 
ing to  ethical  instruction  in  the  guise  of  something  else. 
Since  ethical  problems  are  more  deeply  interesting  than 
any  other,  the  ethical  element  can  stand  alone,  and  does 
not  need  adventitious  adornment."    President  G.  Stan- 

1  Moral  Education,  p.  218. 


10  SYSTEMATIC  MORAL  EDUCATION 

ley  Hall  states  that,  especially  at  the  age  of  puberty,  the 
child  should  be  treated  as  a  moral  being,  capable  of  be- 
ing ethically  instructed  and  trained. 

If  rightly  presented,  ethical  instruction  is  in  reality 
far  from  distasteful  to  children.  Of  course,  if  it  is 
forced  upon  them  in  and  out  of  season,  in  a  dismal,  for- 
bidding, or  authoritative  manner;  and  if  the  teacher 
dwells  upon  the  awful  consequences  of  violating  the 
moral  code,  children  cannot  be  expected  to  like  the  in- 
struction or  receive  any  benefit  from  it.  On  the  other 
hand,  lead  them,  in  a  tactful,  sympathetic,  wholesome 
way  to  see  the  ''sweet  reasonableness"  of  the  moral  or- 
der; present  to  them  the  positive,  constructive  value  of 
right  living;  and  you  can  interest  them  as  deeply  in 
this  subject  as  in  any  other. 


CHAPTER  III 
MORALITY  AND  ITS  SANCTION 

How  far  morality  can  be  taught  without  the  sanction 
of  religion  is  still  an  open  question.  President  S.  Stan- 
ley Hall  says:  "So  closely  bound  together  are  moral 
and  religious  training  that  a  discussion  of  the  one  with- 
out the  other  would  be  incomplete."  To  be  sure,  we 
have  always  been  so  fearful  of  violating  the  idea  of  the 
separation  of  church  and  state  that  we  have  hardly 
dared  urge  the  necessity  of  moral  teaching  in  our 
schools,  lest  we  seem  to  antagonize  that  time-honored  sen- 
timent. But  we  can  avoid  hurting  religious  sensibilities 
by  assuming  no  more  than  that  a  wise,  beneficent,  all- 
powerful  Being  is  directing  us  toward  "that  far-off  di- 
vine event  to  which  the  whole  creation  tends." 

Those  who  steer  clear  of  all  theistic  implications  in 
moral  training  ascribe  prudential  reasons  both  for  the 
individual  and  for  society.  It  is  true  that  such  subjects 
as  Cleanliness,  Obedience,  Industry,  and  Self-control 
may  appeal  to  the  selfish,  personal  welfare  of  the  child ; 
and  they  are  also  closely  bound  up  with  the  welfare  of 
society  as  a  whole.  Even  in  themes  of  larger  relation, 
like  Honesty,  Courtesy,  and  Generosity,  motives  of  social 
ethics  may  be  employed.  But  here  is  the  difficulty:  if 
the  race,  with  all  its  enlightenment,  has  been  so  slow  in 
learning  the  lesson  that  "man  does  not  live  to  himself 

11 


12  SYSTEMATIC  MORAL  EDUCATION 

alone,"  and  that  "all  are  parts  of  one  stupendous 
whole,"  how  can  we  expect  children,  whose  civic  ideals 
are  necessarily  limited,  to  be  influenced  by  such  ap- 
peals? 

When  a  command  is  presented  to  children,  their  imme- 
diate question  is,  "Why  should  I?"  The  first  answer 
must  be  that  of  someone 's  authority ;  it  should  be  followed 
later  by  an  appeal  to  reason,  founded  upon  a  moral  code. 
But  just  here  we  face  the  question  of  the  authorship  of 
that  code.  As  yet,  materialistic  science  has  given  no 
certain  answer.  Sir  Oliver  Lodge,  one  of  the  foremost 
scientists  of  the  age,  implies  in  his  "Substance  of  Faith" 
that  the  aim  of  moral  progress  is  "man's  development 
into  conformity  with  the  will  of  God."  It  is  almost  im- 
possible to  eliminate  the  religious  sanction  of  morality 
in  dealing  with  children.  They  have  a  strong,  deep  re- 
ligious instinct  which  easily  responds  to  appeal. 
"Man,"  says  Sabbatier,  "is  incurably  religious." 
William  James  states  that  in  all  races  and  ages  there  has 
been  and  is  an  irrepressible  and  unquenchable  religious 
sense  that  seeks,  by  sacrifice,  petition,  or  aspiration,  to 
satisfy  the  demands  of  a  higher  Infinite  Being. 

These  spiritual  demands  have  in  the  past,  it  is  true, 
been  made  the  subject  of  controversy,  persecution,  and 
proselytizing.  Shall  we  therefore  ignore  them?  What 
we  must  rather  do  is  to  break  away  from  the  obstructing 
traditions  of  the  past,  and  try,  as  Dewey  says,  to  reach 
"that  type  of  religion  which  will  be  the  fine  flower  of 
the  modern  spirit's  achievement."  With  this  broad  re- 
ligious sanction,  the  most  effective  moral  teaching  must 
result. 

Looking  to  the  practice  of  other  countries,  we  find  the 


MORALITY  AND  ITS  SANCTION  13 

English  schoolmasters  among  those  who  maintain  that 
morality  and  religion  cannot  be  divorced  in  the  teach- 
,ing.  They  make  the  Bible  their  moral  text-book,  and 
give  lessons  from  the  Church  of  England  catechism. 
The  close  union  of  church  and  state  has  caused  this;  and 
we  must  not  be  too  severe  in  our  judgment  of  this  prac- 
tice, fostered  by  generations  of  God-fearing  people. 
France  has  gone  to  the  other  extreme :  a  complete  scheme 
of  ethical  instruction  is  prescribed,  on  the  authority  of 
of  the  goddess  of  "Reason."  In  like  manner,  Japan  en- 
tirely ignores  its  national  religion  in  a  S3\stem  of  moral 
instruction  introduced  in  1890  into  the  state  schools; 
and  the  sanction  substituted  for  religion  is,  reverence 
for  the  person  of  the  Mikado.  A  Japanese  baron  says 
that  the  endurance,  courage,  and  self-control  shown  by 
the  soldiers  in  the  Russo-Japanese  War  were  the  result 
of  this  ethical  instruction. 

In  our  own  country,  the  problem  is  complicated  by 
the  cosmopolitan  character  of  the  population  and  the 
consequent  variety  of  religious  creeds.  Recently,  in 
New  York  City,  a  petition  was  presented  to  the  Board 
of  Education  for  such  instruction  in  the  public  schools 
as  would  remove  cause  for  the  imputation  that  we  are 
bringing  up  a  race  of  sturdy  but  lawless  children,  by 
our  total  lack  of  moral  teaching.  A  committee  of  clergy- 
men, representing  the  different  denominations,  was  ap- 
pointed, and  held  several  meetings.  They  entirely 
failed,  however,  to  agree  on  what  should  constitute  the 
cardinal  points  in  the  scheme  to  be  presented. 

But  in  this  practical  work  of  moral  education,  the 
careful,  tolerant  teacher  need  not  wait  for  a  common 
basis  of  religious  teaching.    It  is  enough  if  he  refers  to 


14  SYSTEMATIC  MORAL  EDUCATION 

the  Deity  merely  as  a  Avise,  loving,  ever-present  Father, 
a  power  "in  whom  we  live,  and  move,  and  have  our  be- 
ing." 

There  is  but  one  other  assumption  to  be  employed; 
namely,  the  origin  and  destiny  of  what  I  have  called  the 
real-self.  By  this  we  mean  the  higher  self,  the  inscru- 
table ego,  the  soul,  "that  which"  as  Augustine  has  said, 
"will  not  find  rest  until  it  finds  rest  in  God."  Call  it 
what  you  will,  something  in  man  differentiates  him  from 
the  brute.  To  lead  the  child  away  from  the  bondage  of 
his  lower  self,  we  must  constantly  impress  him  with  the 
fact  that  it  is  this  soul,  with  its  almost  infinite  capacity 
for  enlargement,  that  concerns  him  most  vitally.  God 
and  the  soul — surely  the  number  of  persons  is  negligibly 
small  who  would  object  to  the  employment  of  these  con- 
cepts, shorn  of  all  theological  implications  that  might  fet- 
ter the  mind  of  the  child. 

It  is,  of  course,  possible  to  appeal  to  the  personal  or 
social  sanction  of  morality;  and  this  appeal  is  better 
than  none  at  all.  But  such  an  appeal  lacks  inspiration. 
If  we  wish  to  touch  the  innermost  chord  of  the  child's 
being,  that  spiritual  chord  which  is  most  responsive  at 
the  ages  of  puberty  and  adolescence,  we  should  not  hesi- 
tate to  speak  reverently  and  strongly  of  at  least  two  of 
the  great  verities,  God  and  the  soul.  To  give  religious 
sanction  to  our  moral  teaching  does  not  necessarily  imply 
that  we  shall  cite  divine  authority  for  all  our  moral  acts. 
Still  less  desirable  is  any  instruction  about  God  and  the 
soul  that  might  seek  to  be  dogmatic. 

A  mother  does  not  stop  to  explain  her  authority  when 
she  asks  a  child  to  obey  her.  If  the  habit  of  cheerful, 
willing,  and  prompt  obedience  has  been  cultivated  from 


MORALITY  AND  ITS  SANCTION  15 

the  first,  "her  authority  is  never  questioned.  So  our  ethi- 
cal instruction  should  unconsciously^  indirectly  point  to 
some  divinity  back  of  all  the  higher  moral  demands. 
Better  still,  let  reverence  for  things  divine  be  more  a 
matter  of  feeling  than  of  teaching ;  lest,  by  too  frequent 
mention,  the  divine  idea  lose  some  of  its  sanctity  and 
force.  Scarcely  any  direct  reference  need  be  made  to 
the  Supreme  Being,  if  the  teacher  is  for  any  reason  re- 
luctant about  introducing  that  subject.  In  the  course 
of  lessons  later  outlined,  the  name  of  God  hardly  occurs 
at  all. 

And  yet,  the  teaching  of  morality  is  by  far  the  more 
effective  if  it  is  permeated  with  a  spirit  of  reverence. 
Personality  is  the  thing  that  counts;  and  of  this  spir- 
ituality is  a  great  element.  Similia  similihus  curanfur. 
It  takes  the  spiritual  to  reach  and  draw  forth  the  spir- 
itual. If,  then,  we  would  make  the  spiritual  nature 
triumph  over  the  animal  in  the  child,  we  must  arouse 
his  deeper  nature  by  some  subtle  power  within  our- 
selves,— a  power  which  can  speak  to  the  child's 
higher  nature  in  a  language  which  he  understands,  the 
mystic  speech  of  the  unseen  divinity  within  the  teach- 
er's own  heart. 


CHAPTER  IV 

CHARACTER;  THE  SUBCONSCIOUS  MIND;  THE 
POWER  OF  THOUGHT 

If  our  business  as  teachers  is  to  build  character,  it  is 
necessary  for  us  to  know  something  of  its  wonderful 
structure,  to  examine  the  materials  of  which  it  is  built, 
to  study  its  method  of  construction,  and  then  to  adopt 
some  working  plan.  Only  then  may  we  rear  a  build- 
ing that  will  possess  strength,  symmetry,  and  beauty, 
and  will  serve  adequately  the  purpose  for  which  it 
was  designed.  This  work  requires  a  knowledge  of 
psychology,  philosophy,  and  ethics.  Since  this  knowl- 
edge is  presupposed  in  a  thorough  preparation  for  teach- 
ing, I  shall  treat  the  growth  and  formation  of  character 
only  in  the  briefest  possible  manner,  and  only  so  far 
as  it  concerns  the  subconscious  mind  and  those  thoughts 
which  largely  make  the  mind  whatever  it  is. 

Character  is  formed  by  a  series  of  thoughts  and  acts 
which,  by  constant  repetition,  become  habitual,  until  the 
factor  of  thought,  which  at  first  prompts  our  every  act, 
retires  or  becomes  a  silent  partner.  But  should  our  con- 
duct at  any  time  be  at  variance  with  previously  adopted 
principles,  thought  comes  forward,  and  protests  its  right 
to  be  heard.  This  protest  we  call  the  voice  of  conscience. 
Adequately  to  define  conscience,  and  to  trace  its  origin 
and  growth,  would  involve  us  in  a  dispute  with  the 

16 


CHARACTER  17 

philosophers,  who  are  not  themselves  agreed  upon  the 
nature  and  source  of  the  ultimate  imperative. 

Let  us,  however,  venture  to  state  briefly  that  conscience 
is  a  hahit  of  thought  about  conduct.  It  is  a  product 
of  gradual  growth,  receiving  its  first  impressions  from 
our  early  instruction.  Professor  Royce  ^  says :  * '  We 
all  of  us  first  learned  about  what  we  ought  to  do,  what 
our  ideal  should  be,  and  in  general  about  the  moral  law, 
through  some  authority  external  to  our  wills.  Our 
teachers,  our  parents,  our  playmates,  society,  castom,  or, 
perhaps,  some  church,  then  taught  us  about  one  or  an- 
other aspect  of  right  and  wrong."  In  other  words,  our 
conscience  came  to  us  bit  by  bit  through  teaching,  till 
we  formed  a  habit  of  right  thinking.  This  is  the  doc- 
trine of  experience,  in  spite  of  the  doctrine  of  Spencer 
and  his  followers  as  to  the  prudential  origin  of  con- 
science. 

The  word  haiit  carries  with  it  the  idea  of  automatism 
or  of  unpremeditated  act.  If,  then,  we  define  conscience 
as  a  habit  of  thought,  how  can  w^e  explain  the  paradox 
of  a  habit  of  thought  which  is  without  thought ;  in  other 
words,  of  an  unconscious  conscience.  Some  writers, 
among  them  no  less  an  authority  than  William  James, 
have  tried  to  explain  this  by  maintaining  that  man  pos- 
sesses a  dual  consciousness.  They  say  that  underneath, 
or  parallel  with,  our  conscious  life  is  another,  subcon- 
scious life.  Perhaps  this  is  only  a  new  name  for  what 
we  have  always  known  as  memory.  But  whether  we  call 
it  memory  or  the  subconscious  mind,  we  need  to  know 
something  of  its  workings.     For,  reduced  to  its  lowest 

1  Philosophy  of  Loyalty,  p.  24. 


.\  J)  (' 


18    SYSTEMATIC  MORAL  EDUCATION 

terms,  character  is  only  subconscious  memory  of  right 
principles  of  conduct.  In  a  measure  at  least,  then,  we 
shall  solve  the  problem  of  character  building  by  rearing 
a  memory  of  right  conduct,  a  memory  that  will  respond 
automatically  to  any  question  of  right  and  wrong. 

With  the  aim  of  applying  more  directly  this  principle 
of  character  building  through  thought-habit,  let  us  call 
that  habit  the  subconscious  mind,  and  then  inquire  some- 
what into  its  nature. 

Every  percept,  concept,  and  related  thought  which 
comes  to  us  goes  into  what  may  be  called  a  mental  reser- 
voir. Our  passing  conscious  life  first  falls  upon,  or 
comes  to,  the  surface ;  then  it  sinks  into  the  lower,  or  sub- 
conscious, part  of  the  reservoir.  And  as  the  surface  of 
a  deep  reservoir  is  only  a  small  part  of  the  whole,  so  is 
our  conscious  life  small  compared  with  the  subconscious. 
The  former  is  called  by  James  "the  stream  of  conscious- 
ness." But  carrying  out  our  own  metaphor,  we  may  bet- 
ter call  it,  the  moving,  wave-like  surface  of  a  reservoir, 
not  passing  on  as  a  stream  to  be  lost  in  the  great  sea  of 
oblivion,  but  sinking  below,  and  being  ever  replaced  by 
a  new  surface.  Into  the  subconscious  mind  flow  all  the 
experiences  that  impinge  upon  the  mind  from  without, 
and  all  the  thoughts,  feelings,  and  determinations  that 
arise  within.  All  our  desires  come  to  the  conscious  sur- 
face from  these  depths.  Thence  also  come,  when  least 
expected,  instincts  and  impulses  out  of  the  mysterious 
region  of  heredity.  This  subconscious,  or  subjective, 
mind  is  constantly  reinforced  and  affected  by  the  con- 
scious, or  objective,  mind;  and  it  is  itself  directing  and 
affecting  the  objective  mind.  While  in  a  way  it  consti- 
tutes a  distinct  entity,  like  all  complex  mental  activities, 


CHARACTER  19 

yet  it  is  so  closely  bound  up  with  the  objective  mind  as 
to  appear  at  times  merely  another  phase  of  the  latter. 

A  striking  characteristic  of  the  subconscious  mind  is 
that  its  activities  are  largely  emotional.  Waves  of  feel- 
ing and  impulse  come  out  of  it  (either  unbidden  or 
called  forth  only  by  the  remotest  suggestion)  that  too 
often  override  the  bounds  of  cooler  judgment,  and  spend 
themselves  either  in  generous  self-sacrificing  deeds,  or  in 
careless,  criminal  acts  which  are  later  regretted.  The 
newly-coined  word  ''brain-storm,"  behind  which  so 
many  recent  crimes  have  sought  refuge,  is  only  another 
term  for  partly  subconscious  activity. 

As  a  result  of  this  spontaneity  of  action,  the  sub- 
conscious mind  is  w^eak,  or  wholly  lacking,  in  the  vo- 
litional element,  if  it  is  uncontrolled.  This  volitional 
element  must  be  supplied  by  the  higher  mental  life,  the 
judging  and  willing  consciousness ;  and  when  the  sub- 
conscious mind  receives  into  its  depths  thoughts  and 
experiences  that  have  been  the  result  of  choice  and  voli- 
tion, its  own  character  becomes  changed.  It  is  the  pos- 
sibility of  this  change  that  furnishes  the  problem  set 
for  solution  in  this  work.  Our  task  is  to  mold  for  the 
better  the  character  of  the  subjective  mind;  to  build 
up  a  strong  and  effective  subconscious  life ;  or  to  recur 
to  our  former  figure,  to  pour  into  this  reservoir  of 
thought-life,  purifying  streams  of  impressions,  sugges- 
tions, ideas,  admirations,  and  desires — so  that  whatever 
mental  acts  of  knowing,  feeling,  or  willing  may  rise  to 
the  surface,  shall  be  such  as  will  establish  and  strengthen 
character. 

If  we  analyze  character,  we  find  that  thoughts  are  the 
mental  atoms  which,  passing  through  the  higher  proe- 


20    SYSTEMATIC  MORAL  EDUCATION 

esses,  largely  make  up  the  mature  man.  ''Sow  a 
thought,  and  reap  an  act ;  sow  an  act,  and  reap  a  habit ; 
sow  a  habit,  and  reap  a  character."  If  only  we  can 
direct  from  infancy  the  child's  thoughts,  or,  better  still, 
supply  the  very  materials  for  his  thinking,  we  can  make 
him  almost  whatever  we  wish. 

There  are  more  things  in  the  realm  of  mind  than  sci- 
ence has  ever  dreamed  of.  The  scientific  world  is  now 
only  beginning  to  acknowledge  the  power  of  thought. 
Heredity,  environment,  materialism,  and  the  consequent 
fatalism,  have  had  their  day.  The  scientific  world,  led 
by  Sir  Oliver  Lodge,  has  at  last  been  forced  to  admit 
a  higher  realm,  a  world  of  the  mind.  In  the  search  for 
truth,  the  pendulum  has  swung  back  from  things  ma- 
terial to  forces  spiritual.  One  of  the  important  results 
of  this  movement  is  the  growing  belief  that  thought  is 
just  as  real  and  just  as  potent  as  all  the  mechanical 
forces  of  heat,  electricity,  and  gravitation. 

When  once  the  consecrated  teacher  realizes  the  bound- 
less power  of  thought,  and  becomes  fired  with  zeal  to 
make  the  formation  of  character  the  supreme  aim  of 
his  teaching,  he  will  bend  every  energy,  and  utilize 
every  opportunity,  to  give  his  pupils  character-build- 
ing thoughts. 

In  summary,  then,  we  may  say  that  character  ex- 
presses itself  without  premeditation  and  without  count- 
ing the  cost.  It  may  be  strengthened  by  temptation  re- 
sisted; but  once  it  is  established,  tempting  thoughts  are 
not  ruling  thoughts.  A  strong  soul  thinks  ever  of  the 
right.  If  the  teacher,  therefore,  can  fill  the  child's 
mind,  both  conscious  and  subconscious,  with  none  but 
good  thoughts,  he  will  have  gone  far  toward  laying  the 
foundation  of  a  righteous  character. 


CHAPTER  Y 

THE  CHILD:  HIS  LIMITATIONS  AND  HIS 
POSSIBILITIES 

In  moral  training  even  more  than  in  other  kinds  of 
instruction,  it  is  essential  to  study  the  child's  nature, 
and  to  know  his  limitations  and  his  possibilities. 
Knowledge  of  this  sort  ought  to  bring  to  the  teacher 
infinite  charity  and  patience  in  his  work. 

One  of  the  most  valuable  lessons  to  learn  is  that, 
wherever  one  goes,  children  taken  as  a  class  are  about 
the  same.  In  drawing  an  average,  one  finds  the  same 
variation  in  temperament,  ideals,  and  will-power.  The 
children  of  well-to-do  families  may,  to  be  sure,  show 
greater  outward  decorum;  but  though  they  lack  the 
more  vulgar  or  disagreeable  traits,  they  are  often  more 
difficult  to  reach  and  influence  than  hardened  juvenile 
offenders.  Another  helpful  lesson  is  to  remember  that 
these  children  are  "all  God's  children,"  and,  if  sub- 
jected to  right  influences  at  the  right  time,  are  capable 
of  showing  the  divinity  within  them. 

If  we  were  to  accept  the  culture-epoch  theory  of  the 
child's  nature,  assumed  by  President  Hall,  we  should 
make  the  child  represent  the  infancy  of  the  race,  just 
emerging  from  the  animal  stage  of  growth,  and  pos- 
sessed of  all  the  savage  and  cruel  tendencies  character- 
istic of  that  period.  Our  task  as  teachers  would  then 
be  to  suppress  these  savage  instincts,  to  cultivate  the 

21 


22  SYSTEMATIC  MORAL  EDUCATION 

tribal  virtues,  and  to  point  the  child  from  the  darkness 
of  savagery  to  the  gradually  dawning  light  of  civiliza- 
tion. 

But  in  these  days,  who  believes  that  the  child  is  a 
young  savage?  Our  tendency  is  rather  to  agree  with 
Wordsworth  in  quite  the  opposite  conception;  namely, 
that  the  child  is  born  into  the  world  fresh  from  the  hand 
of  God,  and  "trailing  clouds  of  glory."  He  who  adopts 
this  exalted  view  must  not  forget,  however,  that  these 
"clouds  of  glory"  are  likely  to  be  tainted  and  darkened 
by  such  earthly  blemishes  as  heredity  and  environment. 
Extravagant  ideas  concerning  the  heavenly  nature  of 
the  child  may  well  be  excused  in  the  fond  parent  or 
the  enthusiastic  idealist.  But  the  experienced  teacher, 
regarding  the  average  child  from  a  common-sense  point 
of  view,  regards  him  as  a  combination  of  good  and  bad, 
a  bundle  of  righteous  and  evil  impulses. 

In  the  child  of  six  or  eight  who  has  been  well  trained, 
the  good  predominates.  If  on  the  contrary  the  child  has 
been  spoiled  by  parental  indulgence  or  evil  association, 
his  character  is  in  many  ways  discouraging.  But  in 
time,  the  evil  may  be  eradicated  or  be  supplanted  by 
better  tendencies.  And  in  this  work  of  improvement, 
jw^e  must  seek  not  only  to  destroy  the  bad,  but  even  more 
to  add  to,  and  build  upon,  the  good. 

One  favorable  condition  in  our  dealing  with  the  child, 
is  the  plasticity,  or  to  use  a  more  modern  word,  the  sug- 
gestibility, of  his  nature.  At  his  age,  the  child  is  not 
so  encrusted  with  habit  as  to  be  entirely  impervious  to 
good  influences.  Moreover,  the  average  child  would 
somehow  rather  do  right  (at  least,  what  he  considers 
right)  than  wrong.     Our  first  concern,  therefore,  should 


LIMITATIONS  AND  POSSIBILITIES        23 

be  to  create  in  the  child  new  and  better  ideals;  or  else 
to  energize  the  good  impulses  that  have  been  handed 
down  to  him  by  a  remote  ancestry,  or  brought  along  "in 
his  flight  from  higher  realms  of  light,"  and  that  need 
only  the  awakening  touch  of  the  creative  teacher. 

We  must  not  assume,  however,  that  all  we  have  to 
do  is  to  teach  the  child  what  is  right,  and  that  then  we 
can  expect  him  to  do  it.  In  the  first  place,  adults  fail 
in  this  respect.  This  is  the  error  that  Socrates  made. 
Knowledge  alone  brings  neither  the  power,  nor  yet  the 
desire  or  will,  to  do  right.  In  the  second  place,  the 
reasoning  powers  do  not  develop  to  any  great  degree 
before  the  age  of  twelve  or  fourteen.  The  period  be- 
fore puberty  is  one  of  drill  and  habituation,  with  only 
an  occasional  gleam  of  reason.  The  first  lesson  of  the 
child  is  to  obey  because  he  is  required  to  do  so.  Rea- 
son, and  the  law  of  cause  and  effect,  may  be  developed 
in  his  mind  only  as  he  grows  older. 

In  moral  education,  the  teacher  must  be  careful  not 
to  regard  his  class  or  school  as  a  whole.  He  must  think 
of  the  individual  all  the  time.  It  is  fatal  to  all  good 
teaching  to  lose  sight  of  the  unit  in  the  mass;  but  more 
than  anywhere  else  in  the  endeavor  to  strengthen  and 
perfect  the  moral  nature,  is  it  necessary  that  the  per- 
sonality of  each  child  should  come  directly  under  the  in- 
fluence of  the  teacher. 

As  has  often  been  said,  every  child,  through  the  in- 
Keritance  of  the  past  and  the  environment  of  the  pres- 
ent, is  different  from  every  other  child.  It  is  illogical, 
therefore,  to  expect  the  same  results  from  every  child, 
or  to  reach  every  one  in  the  same  way.  In  dealing  with 
physical  ills,  a  physician  makes  a  diagnosis  of  each  pa- 


M         SYSTEMATIC  MORAL  EDUCATION 

tient:  examines  heart,  lungs,  pulse,  respiration,  and  in- 
quires about  the  health  of  the  parents.  It  is  even  more 
necessary  that  the  teacher  should  diagnose  his  pupil's 
moral  condition,  and  know  what  influences  have  made 
him  in  the  past,  and  are  making  him  in  the  present. 
It  is  also  well  in  a  courteous  way,  without  showing  a 
desire  to  know  family  affairs,  to  inquire  about  the  pu- 
pil's parents,  brothers,  and  sisters.  Through  an  ac- 
quaintance with  the  home  life,  the  teacher  may  estab- 
lish a  friendly  footing  between  himself  and  his  pupil; 
and  may  be  led  by  this  to  make  allowance  for  what 
might  otherwise  seem  in  the  child  unpardonable  sin. 
As  far  as  possible,  also,  the  teacher  should  cultivate  a 
personal  acquaintance  with  the  parents.  Some  day, 
perhaps,  all  teachers  will  be  required  to  call  on  their 
pupils  at  least  once  a  term.  In  New  York  City  to-day, 
the  Supervisor  of  Kindergarten  teachers  does  require 
each  teacher  to  visit  the  homes  of  the  pupils,  and  to 
keep  a  record  of  the  visits  that  are  made. 

In  a  large  school,  it  gives  the  teachers  a  great  ad- 
vantage to  know  each  child  by  name — if  possible,  by  the 
Christian  name.  The  principal  of  a  certain  High  School 
knew  personally  nine  hundred  of  his  pupils,  having  be- 
come acquainted  with  them  by  arranging  the  individual 
programs  and  courses  of  study.  A  boy  with  a  proper 
name  is  very  different  from  boy  as  a  common  noun. 
Therefore,  to  call  a  boy  by  his  first  name  is  to  show  a 
deeper  personal  interest  in  him,  and  to  appeal  to  him,  not 
as  one  of  many,  but  as  a  distinct  personality.  The  good 
shepherd  knoweth  his  sheep,  by  name. 

Is  it  too  much  to  ask  that  the  teacher  shall  come  into 
personal  touch  with  each  pupil?     The  answer  depends 


LIMITATIONS  AND  POSSIBILITIES         25 

on  the  teacher,  and  his  purpose  in  his  work.  If  he  has 
a  real  desire  for  the  growth  of  his  pupils'  better  na- 
ture, he  will  gladly  welcome  every  opportunity  to  know 
and  strengthen  it. 

'The  means  of  doing  this  are  so  numerous  that  the 
earnest  worker  will  have  no  difficulty.  An  English 
clergyman  used  to  write  a  letter  once  a  year  to  the 
young  parishioners  he  had  confirmed,  in  order  to  keep 
in  touch  with  them,  and  to  let  them  know  he  had  not 
forgotten  them.  The  result  of  such  tender  solicitude 
may  easily  be  imagined. 

An  American  teacher  who  heard  the  story  decided  to 
try  the  experiment  in  a  modified  form.  Every  year  at 
the  holiday  season  he  wrote  a  letter  to  his  pupils  on  the 
blackboard,  endeavoring  to  say  "the  kindest  thing  in  the 
kindest  way."  He  asked  each  pupil  to  copy  the  letter 
and  send  a  reply;  and  he  would  have  been  both  obtuse 
and  hard-hearted  not  to  be  benefited  and  touched  by  the 
letter  and  the  answers. 


CHAPTER  VI 

THE  TEACHER:  HIS  TRAINING  AND  HIS 
PERSONALITY 

Teachers  are  frequently  unable  to  talk  to  their  pu- 
pils intelligently  or  interestingly  on  ethical  subjects^ 
much  less,  to  get  the  pupils  to  do  most  of  the  talking 
themselves.  One  teacher,  a  splendid  type  of  the  en- 
thusiastic beginner,  said  to  his  principal:  "I  believe 
in  moral  teaching.  But  when  I  get  up  before  my  class, 
I  find  myself  dumb."  Yet  he  could  awaken  enthusiasm 
in  history  and  science.  The  reason  is  that  he  was  in- 
terested in  those  subjects,  and  possessed  a  fund  of 
information  which  he  desired  to  impart.  It  may  be  in- 
teresting to  state  that  this  man  developed  a  deep  interest 
in  ethical  instruction,  by  study  and  association  with 
teachers  who  knew  how  to  impart  it ;  and,  in  a  short  time, 
he  was  able,  through  his  general  ability  as  a  teacher,  to 
arouse  the  enthusiasm  of  his  class  for  moral  culture. 

Knowing  a  thing  well  enough  to  teach  it,  and  hav- 
ing only  a  general  knowledge  of  it,  are  two  very  dif- 
ferent things.  This  is  especially  true  of  ethical  teach- 
ing. Even  to  know  how  much  of  ethics  to  teach,  and 
what  part  appeals  to  children  of  different  ages  requires 
careful  study;  but  to  present  an  idea  so  alluringly,  so 
attractively  as  to  kindle  thereby  an  emotion  for  the 
right,  and  arouse  the  will  to  action,  is  a  task  that  calls 
for  the  greatest  skill. 

26 


THE  TEACHER'S  TRAINING  27 

There  is,  alas,  a  class  of  teachers  who  care  nothing 
for  the  moral  development  of  their  pupils.  Hard  of 
heart,  cold  by  nature,  and  with  no  desire  to  change  their 
natures,  they  view  teaching  as  a  matter  of  business,  to 
be  performed  as  quickly  and  as  methodically  or  me- 
chanically as  possible.  They  are  pedagogical  misfits; 
and  they  need  conversion  before  they  can  ever  become 
true  teachers.  But  to  the  teacher  who  is  convinced  of 
the  value  of  ethical  training,  who  has  caught  the  glow 
of  enthusiasm  that  comes  from  imparting  moral  truth 
and  tone,  and  who  has  seen  careless,  selfish  boys  grow 
into  self-controlled,  self-respecting,  careful  boys — to  a 
teacher  of  this  sort,  there  is  the  deepest  satisfaction  in 
training  character. 

One  of  the  best  things  about  moral  training  is  that 
it  reacts  upon  the  teacher.  For,  if  it  is  true  that  the 
best  way  to  learn  a  thing  is  to  teach  it,  the  consistent 
teacher  of  ethics  will  ever  be  on  the  alert  to  mend  his 
own  moral  fences.  Moreover,  to  be  true  to  himself — 
and  most  teachers  desire  to  be  so — he  must  live  up  to 
the  standard  he  sets  before  others.  Nobody  can  talk 
self-control  to  others  without  finding  himself  in  better 
control  of  his  own  temper;  he  cannot  preach  courtesy, 
and  be  rude;  he  cannot  laud  service,  and  be  selfish. 
Children  read  us  quickly;  and  their  judgments  are  gen- 
erally correct.  If  they  see  us  trying  to  grow  more  pa- 
tient, and  more  unselfish,  and  see  that  we,  too,  must 
struggle  at  times  to  gain  self-control,  they  will  be  en- 
couraged to  greater  effort  themselves.  And  so  this 
school  spirit  of  hopefulness,  helpfulness,  and  good-will 
descends  upon  teacher  and  pupil  alike,  until  the  school 


28  SYSTEMATIC  MORAL  EDUCATION 

becomes  not  only  a  center  of  moral  growth,  but  also  a 
place  of  real  joy. 

In  securing  this  wished-for  result,  the  general  tone 
of  the  school  is  of  prime  importance;  and  this  tone  de- 
pends largely  upon  a  strong  personality  in  the  princi- 
pal, and  devoted  co-operation  among  his  teachers. 
Without  such  esprit  de  corps,  moral  training  cannot  in 
the  highest  degree  be  successful;  with  it,  there  is 
scarcely  any  limit  to  the  good  that  may  be  accomplished. 
In  the  interest  of  maintaining  a  high  tone  in  the  school, 
every  act,  every  word  ought  to  be  weighed  in  relation  to 
its  ultimate  effect  upon  the  character  of  the  children. 
Such  care  is  possible  only  where  the  true  aim  of  educa- 
tion is  kept  constantly  in  mind. 

An  athletic  coach  keeps  continual  watch  over  his  men. 
Food,  exercise,  sleep,  liquor,  smoking, — in  short,  what- 
ever prevents,  or  conduces  to,  the  proficiency  desired, 
— he  carefully  studies,  and  either  prescribes  or  pro- 
scribes. If  a  trainer  takes  all  these  pains  to  have  his 
charges  win  in  a  merely  physical  contest,  certainly 
teachers  should  do  everything  in  their  power  to  cre- 
ate and  preserve  a  condition  that  means  the  moral 
welfare  of  those  whom  they  are  teaching.  Sarcasm, 
innuendo,  suspicion,  threat,  and  insult  should  be  banished 
from  the  class-room.  Too  often  has  the  good  work  of 
a  whole  day  been  nullified  by  a  cross,  or  ill-advised  re- 
mark from  a  teacher. 

Less  and  less  should  the  teacher  make  use  of  his  au- 
thority. Where  the  air  is  oppressive  with  the  power 
from  without,  there  can  be  no  moral  growth.  Said 
Rabbi  Wise  in  a  recent  address :  ' '  The  class-room  is  not 
a  petty  despotism,  but  a  diminutive  republic ;  the  teacher 


THE  TEACHER'S  TRAINING  29 

is  not  to  be  the  repressive  tyrant,  but  the  freedom-nur- 
turing leader;  to  train  self-directed  agents,  not  to  make 
soldiers."  The  child  should  breathe  the  pure  air  of 
hope,  confidence,  and  love.  He  should  be  offered  noth- 
ing as  food  for  thought  that  will  not  strengthen  his  moral 
nature.  His  school-days  should  be  filled  with  positive, 
constructive,  life-sustaining  thoughts  and  suggestions. 

In  this  connection,  let  us  revert  for  a  moment  to  the 
doctrine  of  the  subconscious  mind  and  the  power  of 
thought.  The  subconscious  mind  of  the  class  as  a  whole 
should  be  one  of  buoyancy,  and  receptivity  to  helpful  in- 
fluences. By  their  inner  attitude  of  mind,  principal  and 
teachers  should  arouse  in  the  child  only  what  is  best. 
Whether  fully  conscious  and  expressed,  or  only  vaguely 
conscious  and  unuttered,  their  current  of  thought  should 
be  of  such  character  and  force  as  to  stimulate  the  child 
to  wholesome  ideas  and  expressions,  and  to  the  resolve  to 
make  these  into  helpful,  character-building  acts. 

Just  here,  the  teacher,  more  than  half-persuaded,  per- 
haps, that  all  this  is  good,  may  ask  how  it  is  to  be  done. 
**The  fountain  cannot  rise  above  its  source."  A  current 
of  power  like  that  described  cannot  be  sent  forth  except 
from  a  powerful  dynamo.  Here,  as  previously  hinted, 
we  pass  over  into  the  realm  of  the  spiritual.  We  come 
to  the  sacred  precinct  of  the  teacher's  inner  life,  into 
which  he  alone  must  enter,  and  which  is  under  his  su- 
preme control.  If  he  wishes  to  make  the  inner  sanctuary 
the  source  of  a  great  power  for  good,  he  must  fill  it  with 
all  that  is  holiest  and  strongest  and  best.  He  must  him- 
self draw  from  higher  sources  streams  of  living  water 
that  may  overflow  his  own  heart,  and  enrich  the  lives  of 
others.    All  that  is  noblest  in  literature,  and  nature,  and 


30  SYSTEMATIC  MORAL  EDUCATION 

religion,  he  must  use.  His  is  the  inheritance  of  the  past, 
the  rich  resources  of  the  present,  and  the  inspiration  of 
whatever  is  outside  of  time  and  space.  And  if  he  would 
teach  another,  let  him  be  a  learner — willing,  eager,  and 
humble. 

All  this  is  not  the  work  of  a  day.  It  calls  for  re- 
^peated  effort  and  endeavor.  But  great  is  the  satisfac- 
tion and  happiness  of  one  who  knows  that  thereby  he 
is  increasing  power  within  himself,  and  causing  a  like 
power  to  be  developed  within  the  child. 

Teaching  is  not  a  trade,  as  some  render  it  by  dry, 
mechanical  routine,  nor  a  business,  although  others  may 
conduct  it  on  generally  accepted  business  lines  for  profit 
and  success;  nor  yet  only  a  profession,  to  be  pursued 
according  to  well-known  psychological  and  pedagogical 
rules:  but  it  is  a  life  and  a  giving  of  life,  in  thought, 
word,  and  deed.  This  is  intelligible  to  the  real  teacher ; 
to  others  it  must  seem  a  Utopian  dream.  Yet  the  work  of 
the  great  teachers  has  proved  it  true.  Like  real  artists 
in  every  field,  they  have  been  conscious  of  some  half-mys- 
terious power  in  themselves ;  and  have  possessed  a  knowl- 
edge of  strength  that  was  not  boastful  and  was  more 
than  self-confidence,  and  that  somehow  made  itself  a 
power  for  good  over  others.  Let  the  reader  think  over 
ihis  own  experience,  and  he  will  find  that  the  teachers 
Vhom  he  remembers  most  fondly  and  vividly,  whether 
in  the  old  red  schoolhouse  or  in  college  halls,  are  those 
who  possessed  this  strange  life-giving  power,  and  gave 
of  it  freely. 

Personal  contact  is  the  only  sure  way  of  making  this 
power  effective.  The  true  teacher  will  find  many  chan- 
nels through  which  it  may  be  conducted.    A  word  of  en- 


THE  TEACHER'S  TRAINING  31 

couragement  to  this  one,  a  friendly  inquiry  of  another, 
a  gentle  hand  upon  a  shrinking  shoulder,  a  twinkle  of 
the  eye,  a  musically  modulated  tone  of  voice,  a  hearty 
hand-shake  of  congratulation — these  are  a  few  of  the 
numberless  ways.  In  a  word,  the  teacher  should  not  be 
as  one  exercising  brief  authority,  or  one  for  whom  "fa- 
miliarity breeds  contempt";  but  one  who,  teaching  the 
doctrine  of  brotherhood  and  service,  is  himself  a  big 
brother  and  a  fellow  servant  to  those  about  him. 


CHAPTER  VII 
MORAL   TRAINING  AND   SCHOOL  INCENTIVES 

Incentive  is  very  closely  related  to  character.  In 
fact,  the  motive  back  of  every  one  of  our  acts  is  an  in- 
dex to  our  character,  if  not  identical  with  it.  He  who 
would  perform  a  deed  with  none  but  right  motives,  must 
possess  a  strong  character.  Likewise,  character  is  itself 
strongly  affected  by  motives.  The  question  therefore  of 
the  proper  incentives  to  be  employed  in  teaching  and 
discipline,  is  a  most  important  question;  for  it  bears  di- 
rectly upon  the  problem  of  characier-building.  In  de- 
ciding this  question,  the  teacher  may  find  guidance  in 
the  theory  that  the  education  of  the  child  should  follow 
the  lines  of  development  made  by  the  race.  Thus,  in  the 
case  of  pupils  who  are  undisciplined  and  incorrigible, 
fear  of  punishment  might  be  put  to  some  use — though 
even  with  such  children  it  seems  to  work  badly.  Possi- 
bly a  competitive  system  may  be  of  advantage  in  arous- 
ing interest,  for  with  most  children  the  desire  to  excel 
is  very  strong.  Careless  and  indolent  pupils  may  be 
aroused  by  the  bestowal  of  rewards  in  the  shape  of 
marks,  and  the  offer  of  prizes. 

But  to  continue  this  competitive  sj^stem  is  to  appeal 
constantly  to  vvhat  is  purely  selfish  in  the  child.  The 
sooner  the  teacher  abandons  this  course  the  better.  At 
the  very  earliest  possible  moment,  he  should  lead  his  pu- 
pils to  love  learning  for  its  own  sake,  or  for  its  value  in 

32 


SCHOOL  INCENTIVES  33 

making  them  useful  members  of  society.  The  first  man 
to  abolish  all  marks  and  percentages  in  his  schools  was 
Colonel  Parker.  To-day  the  schools  that  are  doing  the 
best  work  are  those  that  do  not  rely  on  these  false  props. 

Under  an  ideal  educational  system,  marks  should  never 
be  mentioned.  Examinations  may  be  given,  if  desired; 
but  the  pupil  should  be  told  that  they  are  necessary 
merely  to  give  just  the  knowledge  of  his  abilities  re- 
quired to  advance  him  properly.  Hence,  they  should 
come  at  irregular  times,  unannounced,  sometimes  even 
without  the  pupil's  knowing  that  they  are  examinations. 
In  fact,  with  a  limited  number  of  pupils,  under  right 
conditions,  a  teacher  should  so  thoroughly  know  his  pu- 
pils that  he  would  not  need  formal  examinations.  As  a 
result,  there  would  be  spared  for  teachers  much  unnec- 
essary work ;  and  for  pupils,  much  cause  for  dishonesty, 
discouragement,  and  sometimes  undeserved  defeat. 

In  New  York  City,  a  by-law  of  the  Board  of  Educa- 
tion compels  teachers  to  furnish  a  report  of  pupils'  work 
at  least  once  a  month.  In  one  school,  however,  this  re- 
quirement is  met  by  simply  informing  the  pupils  that 
the  reports  are  meant  for  their  parents  alone,  and  that 
it  is  better  for  them  not  to  know  their  ratings  or  dis- 
cuss them  with  their  schoolmates.  The  report  cards 
are  sent  to  the  parents  in  sealed  envelopes,  and  are  re- 
turned in  the  same  way.  When  a  report  is  unfavorable, 
the  teacher,  in  a  kind  way,  informs  the  pupil  of  that 
fact,  and  encourages  him  to  do  better  work  in  the  fu- 
ture. 

When  we  have  a  system  that  will  make  promotion 
possible  whenever  the  pupil  is  fitted  for  it,  either 
through  advancement  by  subject  or  groups  of  subjects, 


34  SYSTEMATIC  MORAL  EDUCATION 

or  through  some  plan  still  to  be  devised,  many  evils  of 
the  present  scheme  of  examination  and  promotion  will 
be  eliminated ;  and  many  obstacles  that  now  impede  more 
effective  moral  training  will  disappear.  If  moral  growth 
then  follows  moral  training  as  it  should,  the  whole  ques- 
tion of  incentives  will  become  less  and  less  important. 

Pupils  will  be  treated  with  the  respect  they  deserve. 
Teachers  will  deal  with  them  as  equals;  and  the  usages 
of  polite  society  will  become  the  practice  of  the 
school.  "We  learn  that  Dr.  Arnold  succeeded  so  well  as 
a  teacher  because  he  treated  his  boys  as  men.  One  of 
them  said  that  they  never  had  the  heart  to  deceive  the 
good  doctor,  when  he  trusted  them  so  thoroughly.  No 
doubt  their  respect  and  love  was  increased  by  his  chapel 
talks — his  direct  instruction  in  the  things  that  pertain 
to  a  higher  and  a  better  life.  It  is  possible  to  create  a 
mutual  understanding  between  pupils  and  teachers  that 
will  render  intercourse  and  instruction  so  free  and  joy- 
ous that  artificial  aids  and  incentives  are  superfluous; 
and  pupils  will  work  naturally,  because  they  love  their 
:work,  and  feel  that  it  brings  its  own  reward. 


CHAPTER  VIII 
SUBJECTS  FOR  DAILY  LESSONS 

When,  in  considering  moral  education,  we  come  to  the 
question  of  what  we  should  teach,  we  find  our  choice  re- 
stricted by  the  child's  moral  development,  and  by  his 
grasp  of  the  subjects  chosen.  In  meeting  this  problem, 
•we  must  proceed  in  a  pedagogical  manner.  The  few 
books  that  have  been  written  for  the  purposes  of  ethical 
instruction  deal  with  the  subject  from  the  college  stand- 
point, and  are  didactic  in  method.  This  sort  of  scien- 
tific or  logical  presentation  does  not  appeal  to  the  average 
child.  There  is,  however,  a  certain  order  in  the  de- 
velopment of  the  child's  ethical  concepts.  For  example, 
altruism,  as  a  sociological  proposition,  is  a  subject  be- 
yond his  comprehension ;  while  kindness  is  a  topic  which 
will  interest  the  smallest  child.  Honesty  is  a  good  sub- 
ject for  children  of  a  certain  age;  but  to  dilate  to  an 
innocent  child  of  seven  or  eight  on  stealing  or  lying  is  to 
present  these  evils  prematurely. 

It  is  interesting  to  note  the  singular  ideas  prevalent 
concerning  ethical  teaching.  Recently,  an  influential  as- 
sociation of  teachers  in  a  large  city  appointed  a  commit- 
tee to  provide  some  plan  for  teaching  Honesty.  Without 
minimizing  the  importance  of  honesty,  we  cannot  help 
believing  that  there  are  other  virtues  to  be  cultivated. 
A  much  more  fruitful  subject  would  be  Generosity}  not 

35 


36  SYSTEMATIC  MORAL  EDUCATION 

to  mention  respect,  work,  or  courage.  In  the  English 
system  of  ethical  instruction,  it  is  worth  noting  that  one 
of  the  most  important  subjects  is  Thrift. 

It  is  not  so  difficult  as  might  seem  to  enumerate  the  vir- 
tues suitable  for  a  course  of  ethical  instruction  in  ele- 
mentary schools.  Many  virtues  are  closely  related,  and 
by  combining  these  for  discussion,  the  whole  number 
may  be  greatly  reduced.  Honesty,  truthfulness,  and 
honor,  for  example,  may  all  be  treated  under  one  head. 
In  this  way,  a  course  of  study  may  be  designed  for  one 
year 's  work  that  will  pretty  well  cover  the  whole  ground. 

The  series  of  lessons  in  Part  II  of  this  book  will  be 
found  to  include  nearly  all  that  are  within  the  compre- 
hension of  the  average  elementary  school  child.  The 
treatment  is  largely  suggestive,  and  may  be  greatly 
varied  at  pleasure.  In  some  cases  syllabi  have  been  pre- 
pared for  primary,  intermediate,  and  advanced  grades. 

In  the  ethical  instruction  of  young  children,  experience 
has  shown  that  much  greater  interest  is  aroused  by  treat- 
ing topics  simply.  In  these  days  of  advanced  pedagogy, 
every  primary  teacher  has  been  trained  in  the  art  of 
story-telling.  If  teachers  will  present  their  topics  by 
means  of  stories,  they  will  be  able  to  make  the  subjects 
helpful  and  interesting,  and  will  find  them  not  nearly  so 
difficult  to  treat  as  many  seem  to  fear. 

It  will  probably  surprise  the  teacher  to  discover  that, 
after  two  or  three  years  of  moral  training,  the  ethical 
standard  of  the  children  is  so  raised  as  to  require  new 
topics  and  new  methods,  corresponding  with  the  moral 
development  which  has  taken  place.  This  is  especially 
true  in  communities  where  the  population  is  not  migra- 
tory.    On  the  other  hand,  where  the  school  population 


SUBJECTS  FOR  DAILY  LESSONS     37 

is  constantly  changing,  it  will  be  necessary  practically 
to  repeat  the  same  course  of  instruction  every  year. 

The  order  in  which  the  subjects  are  taken  up  will  be 
determined  by  individual  circumstances.  In  the  system 
outlined  in  this  book,  I  have  found  it  well  to  start  with 
Obedience,  the  so-called  mother  of  virtues.  But  in  a 
school  where  disorder  has  been  the  rule,  and  where  the 
surroundings  are  vicious  and  the  children  in  the  semi- 
barbarous  stage  of  development,  it  may  be  well  to  begin 
with  Patriotism,  or  some  other  subject  that  will  touch 
with  equal  force  a  hidden  spring  of  heroic  feeling.  Obe- 
dience, however, — not  only  to  those  in  authority,  but  also 
to  nature's  laws,  social  demands,  and  conscience, — must 
in  the  end  be  the  foundation  on  which  all  other  virtues 
are  built. 

In  order  to  "know  himself"  at  least  partly,  the  child 
should  be  taught  as  soon  as  possible  something  about 
•what  I  have  called  his  "real  self."  To  this  end,  he 
should  be  shown  clearly  how  to  distinguish  both  the  body 
and  the  mind,  on  the  one  hand,  from  the  ego,  the  self, 
the  "I  will,"  on  the  other.  He  must  be  led  to  see  that 
the  former  must  serve  and  obey  the  latter ;  that  they  are 
subject  to  certain  laws;  and  that  they  must  be  brought 
into  subjection  to  the  real  self.  The  child  may  be  told 
that  body  and  mind  are  a  house  with  lower  and  upper 
stories,  in  which  the  tenant  or  owner,  the  real  self, 
dwells.  The  teacher's  ingenuity  will  discover  some  suit- 
able device,  like  this,  or  like  those  indicated  in  the  sylla- 
bus, to  make  the  subject  attractive  to  the  child. 

During  the  month  of  December,  the  subject  may  well 
be  Good  Will.  To  show  the  effect  of  teaching  in  this  di- 
rection, it  may  be  stated  that  on  one  occasion,  a  mother 


391523 


38  SYSTEMATIC  MORAL  EDUCATION 

of  one  girl  asked  to  have  the  subject  of  Good  Will  con- 
tinued; it  had  done  her  daughter  so  much  good.  More- 
over, everybody  in  that  school  seemed  to  be  filled  with  a 
spirit  of  kindness ;  and,  what  was  even  better,  all  the  pu- 
pils were  busy  trying  to  show  their  good  will  in  a  tan- 
gible way  by  planning  gifts  and  surprises.  Upon  an- 
other occasion,  one  class  asked  their  teacher  to  continue 
the  subject  of  Self-control  a  month  longer,  because  they 
found  themselves  stronger  and  happier  through  their 
study  of  it.  In  that  class,  discipline  became  almost  au- 
tomatic. Service  is  a  subject  that  appeals  very  strongly 
to  children.  It  gives  them  an  avenue  for  the  expression 
of  their  good  desires  in  actual  deeds. 


CHAPTER  IX 
METHOD  OF  PRESENTATION  AND  DRILL 

"There  is  no  educational  subject  so  mucli  discussed 
as  moral  training,  and  yet  there  is  none  in  which  we 
are  so  uncertain  as  to  methods,"  says  Dr.  Martin  G. 
Brumbaugh,  superintendent  of  public  education  in 
Philadelphia. 

The  one  thing  to  be  kept  in  mind  in  any  system  of 
ethical  instruction  is  the  child's  power  of  view.  Neg- 
lect to  do  this  is  in  great  measure  responsible  for  the 
general  failure  to  make  the  study  interesting.  The 
dreariness  of  most  books  on  ethical  training  is  due  to 
the  assumption  that  the  moral  world  of  the  child  is  the 
same  as  that  of  the  adult.  As  a  matter  of  fact,  the 
child's  world,  while  just  as  real  and  serious  as  that  of 
the  man,  is  quite  distinct  from  it,  and,  except  where  it 
touches  the  home  and  the  school,  constitutes  an  entirely 
separate  sphere  of  interests.  The  child's  problems  of 
morality  are  very  different  from  those  of  the  adult. 
What  principally  concerns  the  child  is  his  bodily  com- 
fort, an  opportunity  to  gratify  his  play-spirit,  and  the 
esteem  of  his  play-fellows.  Then,  also,  he  lives  entirely 
in  the  present;  neither  past  nor  future  concerns  him. 
He  cares  not  to  hear  of  what  experience  has  taught  oth- 
ers ;  nor  does  his  owti  future  interest  him,  if  the  thought 
of  it  interferes  with  his  present  happiness.    While,  of 

39 


40  SYSTEMATIC  LIORAL  EDUCATION 

course,  we  want  the  child  to  enlarge  his  world,  and  to 
grow  beyond  his  present  state,  we  must  beware  of  try- 
ing to  be  wiser  than  nature.  Let  us  not  have  a  hot- 
house growth  of  morality;  nor,  what  is  worse,  let  us  at- 
tempt to  put  artificial  leaves,  flowers,  and  fruits  of 
mature  ethical  development  upon  the  sapling  of  youth. 

In  other  words,  we  should  meet  the  child  on  his  own 
ground.  We  should  appeal  to  him  on  the  score  of  his 
own  interests,  apply  our  standards  of  worth  to  his  own 
daily  experiences,  and,  instead  of  referring  to  duty  in 
the  abstract,  investigate  its  application  to  his  direct  per- 
sonal life,  judgments,  desires,  and  acts.  Moreover,  in 
planning  the  full,  harmonious,  natural  development  of 
the  child's  moral  nature,  we  must  take  up  every  side  of 
his  life :  his  temperament  and  moods,  his  interests,  his 
love  of  approbation  and  desire  to  excel,  his  eagerness  for 
adventure,  his  hobbies,  his  companions, — yes,  and  that  de- 
sire, tucked  away  somewhere  in  his  complex  nature,  to 
do  what  he  thinks  is  right.  We  must  levy  on  them  all, 
and  make  each  contribute  to  accomplishing  the  end  de- 
sired. For  apart  from  his  immediate  interests,  the 
child  wastes  little  time  in  mere  speculation.  His 
thought-world,  so  far  as  thought  is  an  act  of  reason,  de- 
liberation, and  judgment,  is  the  world  that  concerns  him 
least.  Our  whole  effort  in  direct  moral  teaching  must 
be  concentrated  on  the  attempt  to  awaken  in  him  thought 
about  the  right  and  wrong  of  his  own  every-day  ac- 
tions. 

Whatever  may  be  the  details  of  the  method  we  use 
to  bring  about  this  desideratum,  we  must  not  lose  sight 
of  the  psychological  basis  of  the  work,  as  previously  out- 
lined (Chap.  V).     Our  aim  should  be  to  stock  the  sub- 


METHOD  OF  PRESENTATION  41 

conscious  mind  with  such  a  rich  content  of  right 
thoughts  that,  whenever  reason  arises  for  good  desires 
and  good  deeds,  these  thoughts  may  immediately  be 
brought  up  into  conscious  memory.  In  the  language  of 
the  Association  School  of  Psychologists,  we  must  con- 
stantly seek  to  relate  thoughts,  and  form  new  associa- 
tion tracts,  so  that  by  the  law  of  association  or  sugges- 
tion, one  good  thought  may  lead  to  another. 

Our  method  of  presentation  in  ethical  training,  there- 
fore, is  largely  one  of  suggestion  and  question.  It  is 
probably  needless  to  say  that  we  should  always  make  use 
of  the  principle  of  self-activity  in  the  child's  mind. 
Frequent  reference  to  lessons  already  learned,  and  the 
repetition  of  questions  on  principles  previously  devel- 
oped, will  emphasize  and  deepen  former  impressions. 
"Line  upon  line,  precept  upon  precept,  here  a  little, 
there  a  little"  is  a  good  rule  to  keep  ever  in  mind. 
Not  that  we  should  force  pupils  to  memorize  and  repeat 
mechanically  the  lessons  that  they  have  been  taught  in 
this  subject,  any  more  than  we  do  in  other  subjects. 
But,  as  with  the  others,  we  should  continue  or  review  a 
lesson  until  the  child  has  grasped  it,  and  made  it  part 
of  his  store  of  general  knowledge.  He  is  then  ready  to 
call  upon  it  when  he  learns  other  lessons  related  to  it, 
or  when  he  can  give  it  some  practical  application. 

Always  to  discourse  solemnly  upon  the  beauty  of  holi- 
ness is  to  rob  holiness  of  half  its  beauty.  "What  appeals 
to  children — children  of  larger  growth,  too — is  a  higher, 
sympathetic,  living  presentation  of  truth.  The  Great 
Teacher,  when  he  wished  to  impress  some  moral  lesson, 
or  to  stir  his  hearers  to  greater  depths  than  usual,  used 
parables.     He  told  stories,  either  of  persons — the  prod- 


42  SYSTEMATIC  MORAL  EDUCATION 

igal  son,  the  poor  widow,  the  wise  and  the  foolish  vir- 
gins; or  of  something  in  nature — ^the  mustard  seed,  the 
fowls  of  the  air,  the  lilies  of  the  field.  "Without  a 
parable,  spake  he  not  unto  them."  Occasionally,  he 
would  arouse  thought  by  the  use  of  questions.  In  no 
department  of  teaching  can  the  Socratic  method  be  so 
advantageously  employed  as  in  ethical  work. 

A  wise  teacher,  of  course,  will  employ  whatever 
methods  are  best  suited  to  the  age  of  his  pupils,  the 
subject  in  hand,  and  the  attendant  circumstances.  A 
few  suggestions,  however,  may  be  helpful.  The  first 
thing  to  do  is  to  arouse  in  the  child  a  receptive  attitude, 
and  thus  to  bring  about  a  feeling  of  cordiality  between 
teacher  and  pupil.  This  is  why  public  speakers  often 
begin  their  addresses  with  a  story  or  some  kind  remark. 

The  daily  work  of  the  class-room  may  begin  with  a 
simple  hymn  or  song — if  possible,  one  that  in  some  way 
bears  upon  the  topic  to  be  discussed.  A  list  of  such 
songs  will  be  found  later.  After  the  singing,  a  quota- 
tion or  two  may  be  given  by  the  pupils,  or  the  teacher 
may  read  a  short  poem  or  other  selection.  Then  may 
follow  simple  questions,  such  as  are  within  the  grasp  of 
the  child,  and  will  call  forth  his  imagination.  When 
the  questions  have  led  up  to  the  desired  point,  the  prin- 
ciple of  the  lesson  should  be  drawn  from  the  pupils  in 
the  form  of  a  brief  statement  or  proverb,  or  a  quota- 
tion. Either  at  this  stage,  or  immediately  before  it  is 
reached,  a  tactful  teacher  may  directly,  but  briefly  and 
pleasantly,  appeal  to  the  child  to  choose  the  better  way. 

The  final  step  is  to  make  some  written  record  or  sum- 
mary of  the  lesson.  The  following  plan  is  recom- 
mended.   The  monthly  topic  or  motto,  done  in  colored 


METHOD  OF  PRESENTATION  43 

crayon  and  large,  artistic  lettering,  should  be  placed  on 
a  blackboard  in  some  conspicuous  part  of  the  room. 
Substitutes  are  an  embroidered  banner,  or  interchange- 
able letters  placed  in  a  frame.  Wliatever  is  used,  it 
should  at  once  strike  the  eye  of  the  pupils  entering  the 
class-room,  and  should  keep  the  topic  constantly  in  their 
minds.  In  the  Assembly  Hall  should  be  suspended  a 
large  banner  with  the  motto  upon  it.  Between  2  and  4 
p.  M.  each  day,  there  should  be  copied  on  the  blackboard, 
under  the  motto,  the  topic  for  the  following  day.  Be- 
fore 9  A.  M.  the  next  morning,  as  soon  as  the  pupils  are 
in  their  seats,  they  should  copy  the  ethics  lesson  for  the 
day  in  blank  books  used  for  that  purpose  only,  leaving 
spaces  for  the  answers  to  questions,  which  may  be  filled 
in  after  the  talk  of  the  morning.  Better  still,  this  an- 
swering of  the  questions  might  be  made  part  of  the  pu- 
pils' home  work.  This  system  might  lead  to  a  discus- 
sion of  the  subject  of  the  day  with  parents  and  elder 
brothers  and  sisters.  Thus  the  good  seed  may  be  sown 
over  a  wider  field.  All  answers  should  be  original,  and 
should  be  in  the  language  of  the  child.  Neatness 
should  be  insisted  upon.  The  book  should  be  signed 
once  a  week  by  the  teacher,  and  also  by  a  parent,  prefer- 
ably the  father.     Here  again,  good  seed  may  be  sown. 

The  principal,  or  his  assistant,  should  examine  the 
books  frequently,  and  commend  good  work  in  the  class- 
room. At  the  end  of  each  month,  as  a  summary  of  the 
teaching,  the  pupils  should  be  required  to  write  a  story, 
a  brief  essay,  or  a  letter.  This  should  be  a  labor  of  love 
— spontaneous,  and  free  from  pedantry. 

The  work  that  has  been  outlined  in  this  chapter  is  the 
work  of  the  class-room.  The  work  for  the  whole  school 
is  taken  up  in  a  later  chapter. 


CHAPTER  X 
MORAL  GROWTH  THROUGH  PRACTICE 

In  addition  to  direct  lessons,  we  must  make  every  ef- 
fort to  utilize  other  means  for  indirect  moral  training. 
First  among  these  is  the  child's  unquenchable  desire  for 
play.  In  the  healthy  child,  this  must  be  satisfied,  if  we 
are  to  have  normal  growth;  hence  the  greater  attention 
now  given  in  the  schools  to  organized  games,  as  well  as 
to  free  play.  Participation  in  this  sort  of  thing  enables 
the  teacher  to  know  his  children  more  thoroughly,  and 
to  appreciate  their  better  qualities.  The  right  kind  of 
play,  moreover,  may  be  made  to  cultivate  many  of  the 
finer  virtues,  such  as  justice,  perseverance,  self-control, 
courage  to  stand  defeat,  modesty  in  gaining  victory,  con- 
sideration for  those  defeated. 

In  the  case  of  children,  as  in  that  of  adults,  we  should 
discriminate  between  wholesome,  helpful  play,  and  that 
which  is  destructive  of  the  better  qualities.  It  is  a 
healthful  sign  of  the  times  that  university  presidents  are 
taking  a  hand  in  eliminating  whatever  is  brutalizing  in 
the  sports  of  college  life.  Even  in  the  elementary 
schools  the  tide  is  turning;  and  we  find  persons  admit- 
ting that  school  teams,  interscholastic  games,  and  cham- 
pionships foster  a  "sporting"  tendency,  with  its  attend- 
ant evils  of  betting,  cheating,  and  low  ideas  in  general. 
If,  however,  we  can  teach  boys  to  "play  the  game 
fairly,"  and  eliminate  every  objectionable  feature,  by  all 

44 


MORAL  GROWTH  THROUGH  PRACTICE      45 

means  let  us  use  this  means  to  strengthen  the  boys '  moral 
natures.  The  present  effort  to  have  athletics  make  for 
the  physical  improvement  of  the  individual  is  far  better 
than  the  old  attempt  to  produce  a  strong  team  in  the 
school  for  the  purpose  of  carrying  off  some  coveted 
trophy. 

One  of  the  strongest  arguments  for  the  introduction 
into  the  schools  of  manual  training  is  its  ethical  value. 
The  making  of  articles  by  hand  results  in  habits  of  pre- 
cision and  concentration.  To  produce  a  perfect  copy 
of  some  model  means  an  exercise  of  judgment  as  to 
exactness,  and  a  discrimination  in  material  things  of 
right  and  wrong,  which  may  be  carried  over  into  the 
realm  of  morality.  Too  frequently,  however,  this  ethical 
value  in  manual  training  is  lost  sight  of  by  teachers,  in 
their  effort  to  produce  something  for  show.  If  they 
could  onl}'^  be  persuaded  to  keep  in  mind  the  one  pur- 
pose of  education — character-building — they  could  con- 
tribute greatly  to  the  desired  end.  Patience,  persever- 
ance, thoroughness,  and  endurance — these  sterner  virtues 
are  all  nourished  at  the  breast  of  sturdy,  honest  toil ;  they 
are  all  the  bj^-product  of  work. 

In  ethical  training  as  well  as  in  other  branches  of 
study,  it  is  necessary  to  secure  skill  through  practice. 
The  laboratory  has  replaced  the  lecture-hall.  ''We 
learn  by  doing."  "Educate  the  child  through  its  self- 
activity."  These  are  the  pedagogical  principles  that 
must  also  be  applied  to  moral  education.  The  par- 
tial failure  of  such  instruction  heretofore  has  been  due 
to  lack  of  sufficient  opportunity  for  practice.  It  is  not 
enough  that  the  ordinary  school  activities  and  discipline 
call  for  the  exertion  of  some  of  the  virtues  we  try  to 


46         SYSTEMATIC  MORAL  EDUCATION 

teach.  The  psychological  principle  that  impression 
must  become  expression  needs  no  elucidation.  Applied 
to  moral  education,  it  means  that  we  must  provide  prac- 
tice with  our  preaching,  and  devise  means  for  our  pu- 
pils to  do  the  things  we  set  them  thinking  about. 

We  want  our  children  to  know  and  live  good;  surely 
we  ought  to  give  them  a  chance  to  do  good.  Indeed, 
perhaps  the  best  way  to  teach  them  to  be  good,  is  to 
give  them  lessons  in  doing  good.  To  prate  about  the 
beauty  of  self-denial,  while  gratifying  every  wish,  is  to 
render  the  teaching  useless.  To  teach  about  generosity, 
is  not  to  teach  generosity  itself.  Practice  and  preach- 
ing must  go  hand  in  hand ;  or  better  still,  practice  should 
precede  preaching.  The  greater  the  practice,  the  less 
need  of  preaching.  Not  to  be  good  only,  but  to  be  good 
for  something  should  be  the  aim  of  any  teaching  of  moral- 
ity. Aristotle  says,  "We  study  ethics  for  the  sake  of 
practice."  Too  strong  emphasis  cannot  be  laid  on  this 
practical  phase  of  moral  education. 

Our  plan  for  securing  this  necessary  practice  is  to 
carry  on  in  each  class  some  form  of  charity  work.  For 
one  thing,  "Sunshine  Circles"  may  be  formed  in  affilia- 
tion with  the  central  organization.  The  purpose  of  these 
circles  is  to  scatter  spiritual  sunshine  wherever  they  can 
by  good  deeds.  In  a  certain  school,  one  of  these  cir- 
cles makes  garments  for  a  day  nursery,  while  another 
collects  magazines  for  an  old  ladies'  home.  A  circle 
once  held  a  package  party,  and  a  whole  box  was  filled 
with  good  things  for  an  old  couple.  In  this  and  many 
other  ways,  young  people  may  be  interested  in  work- 
ing for  others. 

Boys  of  twelve  to  fourteen  usually  get  interested  in 


MORAL  GROWTH  THROUGH  PRACTICE      47 

the  crusades,  and  the  doings  of  King  Arthur.  Culture- 
epoch  theorists  say  that  this  stage  of  development  corre- 
sponds with  a  similar  one  in  the  development  of  the  race. 
If  so,  this  spirit  of  chivalry  can  be  utilized  by  the 
formation  of  chapters  of  Boy  Knights  of  King  Ar- 
thur, or  of  the  Round  Table.  There  exists  now  a  cen- 
tral organization  at  Potsdam,  N.  Y.,  the  originator  of 
which,  Mr.  Byron  L.  Forbush,  author  of  "The  Boy  Prob- 
lem," may  be  consulted.  To  adapt  the  order  to  publie 
school  work,  some  of  its  religious  features  will,  of  course, 
have  to  be  omitted.  Instead  of  going  out  to  fight  imag- 
inary enemies,  the  boys  are  to  show  their  valor  by  slay- 
ing the  forces  of  evil,  and  allying  themselves  at  all  times 
with  the  good,  the  pure,  and  the  true.  They  should  be 
made  familiar,  also,  with  the  "Idylls  of  the  King,"  and 
with  the  education  of  pages,  squires,  and  knights; 
and  should  in  general  be  interested  in  the  literature 
and  history  of  the  age  of  chivalry.  A  wise  teacher  can 
make  excellent  use  of  this  Round  Table  order  in  creating 
right  ideals  in  pupils'  minds. 

One  or  two  specific  instances  of  the  working  out  of 
this  idea  may  be  interesting.  In  a  certain  class,  a  chap- 
ter of  Knights  of  the  Round  Table  was  organized,  con- 
sisting at  first  of  a  few  of  the  more  thoughtful  and 
imaginative  boys.  Later  there  were  two  boys  admitted 
to  the  class,  who  were  in  the  habit  of  smoking.  They 
desired  to  join  the  order;  but  were  refused  on  account 
of  this  evil  habit.  At  first,  they  laughed  at  their  re- 
fusal; but  when  they  saw  other  boys  admitted,  their 
ridicule  changed  to  regret.  Finally  one  of  them  said, 
"I  can  give  up  smoking.  I  only  did  it  to  please  my 
chum."     The  result  was  that  they  both  gave  up  the 


48  SYSTEMATIC  MORAL  EDUCATION 

habit,  and  became  good  members  of  the  order.  The 
teacher  who  reported  this  case  said:  "Had  I  read  of 
this  work,  I  might  perhaps  have  regarded  it  favorably, 
but  would  have  passed  it  by  as  requiring  too  much  work. 
But  I  saw  it  in  practice,  and  was  persuaded  to  try  it. 
The  effect  on  my  class  is  beyond  belief.  Parents  have 
noticed  a  change  in  their  boys,  and  have  written  me  to 
keep  up  the  good  work,"  Another  young  man,  just  be- 
ginning to  teach,  was  persuaded  to  form  a  chapter  of 
Knights,  though  he  was  unfamiliar  with  the  ritual  and 
practice  of  the  order,  and  Avas  afraid  it  might  give  him 
trouble.  As  a  matter  of  fact,  through  this  work  he  de- 
veloped from  a  rather  weak  disciplinarian  into  one  of 
the  best  of  teachers ;  and  he  confessed  that  not  only  had 
he  enjoyed  the  work,  but  it  had  made  both  himself  and 
his  boys  better.  The  work  of  an  order  such  as  is  de- 
scribed above  is  not  so  difficult  as  it  might  seem.  Meet- 
ings are  held  once  a  week  or  once  in  two  weeks,  from 
three  to  four  o'clock.  The  boys  will  show  themselves 
fertile  in  resources  and  plans,  and  will  need  only  a  guid- 
ing hand  from  the  teacher. 

Boys  in  the  seventh  and  eighth  years  of  school  may 
well  be  engaged  in  some  work  for  others.  Tlie  work 
of  the  children's  court  furnishes  a  good  hint.  Chil- 
dren who  are  brought  before  the  magistrate  are  pa- 
roled in  charge  of  volunteer  workers  banded  into  a  so- 
ciety kno\\Ta  as  the  "Big  Brothers."  These  brothers 
play  the  part  their  name  indicates.  Similarly,  in  the 
school,  troublesome  or  truant  boys  may  be  put  in  charge 
of  older  boys,  who  will  take  an  interest  in  these  smaller 
culprits  and  see  that  they  are  influenced  for  the  better. 
The  result  is  a  double  good :  the  small  boys  admire  and. 


MORAL  GROWTH  THROUGH  PRACTICE      49 

imitate  the  older  boys,  and  the  Big  Brothers  themselves 
are  benefited  by  an  increased  sense  of  responsibility — 
the  first  lesson  in  the  doctrine  of  the  brotherhood  of 
man. 

In  New  York  City  some  schools  maintain  a  food  and 
clothing  closet  to  supply  needy  persons.  The  stock  is 
replenished  by  the  children  at  the  celebrations  connected 
with  Thanksgiving  and  Christmas.  Upon  one  of  these 
occasions  a  visitor  saw  the  long  lines  of  children  march 
up  with  packages  in  their  arms  and  deposit  them  in 
large  boxes,  until  boxes  and  platform  were  filled  to  over- 
flowing; and  he  exclaimed  that  such  a  sight  was  more 
beautiful,  and  afforded  more  pleasure,  than  the  best  play 
at  a  theatre.  So  great,  moreover,  was  the  contagion  of 
good-will  and  giving  at  this  time  that  the  visitors  freely 
contributed  money  for  the  good  work  of  the  children. 

In  another  school,  a  teacher  called  the  "chairman  of 
good  deeds"  keeps  a  record  of  all  cases  of  destitution 
brought  to  her  notice,  investigates  them,  and  assigns 
them  to  a  "Lend-a-Hand  Society"  in  the  school.  An 
employment  bureau  would  scarcely  be  regarded  as  with- 
in the  function  of  a  school,  but  even  this  has  been  at- 
tempted successfully. 

In  a  school  located  in  a  poor  part  of  the  city,  boys 
were  asked  to  save  their  pennies  to  buy  Christmas  gifts 
for  their  mothers.  The  teacher  offered  to  act  as  banker, 
and  himself  credited  a  cent  on  each  child's  account. 
By  selling  papers  and  running  errands,  the  boj^s  slowly 
collected  the  necessary  money.  AYlien  Christmas  came, 
the  teacher,  a  young  man,  accompanied  by  a  crowd  of  ill- 
clad  boys,  was  seen  entering  a  department  store  in  search 
of  the  desired  gifts.     Some  of  the  letters  the  boys  wrote 


50  SYSTEMATIC  MORAL  EDUCATION 

later  describing  their  efforts  to  make  these  purchases, 
and  the  results  they  achieved,  would  have  melted  the 
hardest  hearts. 

In  another  school,  work  of  a  different  sort  was  accom- 
plished. Here  the  children  were  from  better  homes;  but 
their  parents,  though  of  some  means,  had  little  culture. 
The  boys  and  girls  of  this  school  were  therefore  asked  to 
give  presents  of  pictures  for  their  homes ;  and  their  elder 
brothers  and  sisters  were  drawn  into  the  plan.  The  oc- 
casion thus  became  one  for  cultivating  a  taste  for  the 
beautiful  in  art;  old  and  young  shared  in  the  benefit; 
and  the  effect  in  the  homes  was  noticeable.  On  the  fol- 
lowing Christmas,  a  list  of  books  was  prepared  suitable 
for  mothers  and  fathers,  and  the  pupils  were  encouraged 
to  select  their  gift-books  from  this  list.  It  was  not  a 
list  only  of  classics  or  standard  authors,  but  included 
whatever  is  wholesome  as  well  as  bright  or  amusing. 
The  fact  that  Dickens'  "Christmas  Carol"  was  a  favorite 
is  significant. 

In  short,  there  is  nothing  that  will  develop  character 
better  than  engaging  in  social  service.  And  then  the 
joy  of  it!  And  the  increased  interest  in  school  life! 
The  necessity  of  discipline  vanishes.  A  new  force  seems 
to  be  at  work  in  the  school,  a  new  light  shines  in  the 
faces  of  the  children,  and  gentleness  and  tenderness  steal 
into  the  words  and  bearing  of  the  teacher. 

To  one  who  has  tried  this  larger  plan  of  drawing 
out  what  is  best  in  boys,  there  is  little  interest  in  dis- 
cussions of  corporal  punishment,  and  truancy,  and  the 
problem  of  suppressing  the  bad  boy.  From  time  to 
time  there  goes  up  a  wail  about  the  increasing  incor- 
rigibility of  boys,  and  the  need  for  more  authority,  and 


MORAL  GROWTH  THROUGH  PRACTICE      51 

greater  latitude  in  admiuistering  punishment.  As 
though  mere  corrective  measures  could  ever  reform  a 
bad  boy!  The  problem  is  deeper  than  that.  Its  true 
solution  is  not  the  suppression  of  the  wrong,  but  the  en- 
couragement of  the  right.  The  old  school  of  pedagogue- 
physicians  believed  in  bleeding;  the  new  school  of  edu- 
cators sees,  that,  to  increase  the  moral  hardihood  of  the 
race,  it  is  necessary  to  infuse  into  the  veins  of  the  youth 
the  life-blood  of  high  ideals,  healthful  pursuits,  and  use- 
ful endeavors. 


CHAPTER  XI 

MORAL    GROWTH    THROUGH    PUPIL    GOVERN- 
MENT 

There  is  another  medium  through  which  children  may 
be  strengthened  morally,  and  which  is  important  and 
distinct  enough  to  deserve  special  consideration.  It  is, 
permitting  them  to  take  part  in  the  government  of  the 
school.  This  system  may  be  more  or  less  elaborate. 
What  is  called  the  Gill  City  sj^stem  is  perhaps  too  well 
known  to  need  much  description.  The  functions  of  the 
school  government  are  divided  into  three :  legislative,  ex- 
ecutive, and  judicial.  Where  its  aim  is  training  for  citi- 
zenship, this  scheme  has  considerable  value,  and  un- 
doubtedly gives  pupils  a  good  general  knowledge  of  city 
government. 

But  in  addition  to  the  time  and  attention  needed  to 
carry  on  this  work,  which  after  all  has  to  be  directed,  and 
in  large  part  performed,  by  the  teacher,  the  average 
child,  as  a  matter  of  fact,  is  more  or  less  incapable  of 
prescribing  laws  for  others.  Children,  like  such  unde- 
veloped races  as  the  Filipinos  (to  recur  to  the  cul- 
ture-epoch theory),  are  incapable  of  full  self-govern- 
ment; and  the  judicial  temperament  is  not  sufficiently 
developed  in  them  to  permit  them  to  exercise  the  func- 
tions implied  in  courts,  trials,  and  judges. 

It  is  therefore  better  to  limit  the  official  work  of  self- 
government  to  executive  functions,  with  a  provision  for 

52 


PUPIL  OOVERxNMENT  53 

passing  rules  and  resolutions  for  the  guidance  of  the 
pupils.  Such  a  resolution  might,  for  example,  be  one 
to  refrain  from  communication  upon  entering  a  class- 
room; or  again,  might  be  a  plan,  adopted  after  discus- 
sion, that  would  expedite  certain  school  work.  As  for 
the  correction  of  wrongdoing,  culprits  might  be  made 
to  respect  public  opinion  (i.e.  that  of  the  school  at 
large)  by  being  brought  before  the  governing  body  of 
the  school,  and  made  to  see  and  acknowledge  their  faults. 
They  might  then  be  handed  over  to  the  principal  or  the 
teacher  for  punishment.  Judgment  so  rendered  and  so 
carried  out  will  be  much  more  effective  than  that  pro- 
nounced as  well  as  executed  by  a  teacher.  But,  for  both 
the  culprits  and  the  jury,  the  more  rarely  such  judgment 
is  passed,  the  better. 

In  the  system  here  outlined,  the  part  of  the  pupils 
in  the  self-government  is  chiefly  administrative.  The 
duties  of  the  officers  are  administrative,  not  judicial,  and 
only  partly  legislative.  Acts  of  a  legislative  character 
are  always  subject  to  the  approval  of  the  principal  or 
the  class-teacher.  There  is  thus  afforded  an  opportunity 
for  putting  into  practice  some  of  the  rules  of  conduct 
taught  in  the  regular  course  of  moral  instruction. 

Incidentally,  of  course,  the  form  of  this  pupil  govern- 
ment, and  the  manner  of  selecting  officers  are  intended 
to  instruct  boys  and  girls  of  the  three  highest  grades  in 
the  duties  of  citizenship.     The  method  is  the  following. 

A  school  constitution  is  adopted,  and  submitted  to 
each  class  for  approval,  very  much  as  the  federal  con- 
stitution was  in  1781.  The  form  of  government  is  mod- 
eled after  that  of  our  own  country :  the  school  represents 
the  nation,  and  each  class  represents  a  state. 


54  SYSTEMATIC  MORAL  EDUCATION 

As  provided  in  the  school  constitution,  two  delegates 
are  chosen  from  each  of  the  three  liighest  classes;  and 
these  six  meet  in  convention  on  the  first  Tuesday  after  the 
first  Monday  of  the  term  to  nominate  candidates  for 
the  presidency  of  the  school.  The  two  pupils  receiving 
the  most  votes  in  the  convention  are  declared  candidates. 
Then  follows  a  spirited  campaign  of  one  week :  letters  of 
acceptance  are  read,  speeches  are  made  in  assembly  and 
in  the  school-yard,  and  votes  are  canvassed  out  of  school 
hours.  All  this  is  done  in  a  dignified  manner ;  and  only 
good  is  spoken  of  the  candidates.  On  election  day,  each 
class  votes  in  its  own  class-room;  the  votes  are  counted, 
and  the  results,  with  the  ballots,  are  turned  over  to  a 
committee.  This  committee  declares  the  candidate  who 
has  received  the  greatest  number  of  votes,  to  be  president 
of  the  school. 

The  president  is  formally  inaugurated,  delivers  his 
speech,  and  proceeds  to  name  a  cabinet.  This  cabinet 
is  composed  of:  Secretary  of  State,  Secretary  of  Order 
(Boys'  Side),  Secretary  of  Order  (Girls'  Side),  Secre- 
tary of  Exterior,  Secretary  of  Interior,  Secretary  of  Li- 
brary and  Art,  Secretary  of  Knightly  Deeds,  Secretary 
of  Sunshine  Deeds,  and  Secretary  of  Athletics.  Each 
of  these  officers  performs  certain  duties  to  promote  the 
general  good  of  the  school. 

A  governor  of  each  class  is  elected  on  the  same  day 
as  the  president  of  the  school.  He  selects  a  council  of 
from  five  to  seven  members,  each  of  whom  has  his  special 
duties.  The  jurisdiction  of  this  council  is  confined  to 
the  class-room. 

It  should  be  clearly  understood  that  pupil  government 
has  been  devised,  not  to  add  another  burden  to  the  work 


PUPIL  GOVERNMENT  55 

of  the  teacher,  but  to  assist  him.  When  entered  into  in 
the  right  spirit,  it  not  only  proves  a  great  help  to  the 
teacher,  by  infusing  class  spirit  and  creating  a  healthful 
public  sentiment,  but  also  gives  the  pupil  himself  a  sense 
of  dignity  and  responsibility  which  is  sure  to  cultivate 
a  growth  of  the  better  self. 

Many  plans  of  making  use  of  the  system  of  pupil  gov- 
ernment will  suggest  themselves  to  the  inventive  teacher. 
It  has  been  found  of  great  help  to  have  bi-weekly  meet- 
ings of  the  national  cabinet  and  the  state  councils,  for 
the  purpose  of  talking  over  the  general  welfare  of  the 
school.  The  leaders  chosen  by  the  pupils  will  be  found 
able  to  make  many  helpful  suggestions,  and  do  much 
to  assist  teachers  and  principal.  Great  benefit  will  be 
derived  in  the  added  dignity  acquired  by  officers,  the 
spirit  of  helpfulness  engendered,  and  the  general  fellow- 
ship created.  On  this  point,  the  following  reports,  pub- 
lished in  a  school  magazine,  speak  for  themselves. 

REPORT  OF  THE  SECRETARY  OF  ORDER 

Fellow  Schoolmates: — 

I  am  pleased  to  say  that  the  short  talks  which  our  prin- 
cipal has  taken  the  time  to  give  us  on  Honor,  Self-Con- 
trol,  etc.,  have  greatly  benefited  some  boys;  they  now 
take  life  more  seriously  than  they  did,  and  less  as  a  joke. 

There  is  no  longer  any  lounging  around  neighbors' 
doors,  the  boys  being  anxious  to  uphold  the  good  name 
of  the  school.  The  boys  as  a  rule  are  obedient  to  street, 
yard,  and  stair  aides. 

Keep  up  the  good  work,  boys ;  earn  the  name  for  which 
you  are  striving ;  be  faithful  to  duty. 


56         SYSTEMATIC  MORAL  EDUCATION 

I  wish  to  thank  my  assistants  for  their  earnest  service. 
Respectfully, 

Secretary  op  Order. 

A  CLASS  GOVERNOR'S  REPORT 

Mr.  President  and  Fellow-Citizens: — 

As  Governor  of  GAB,  I  submit  the  following  report : 

The  Governor  and  Council  have  held  four  regular 
meetings. 

It  was  necessary  to  caU  a  special  meeting  last  month 
to  investigate  the  case  of  a  boy  who  was  reported  as  be- 
ing disorderly  dui^ing  a  fire  drill.  The  boy  was  found 
guilty  and  a  petition  was  sent  to  the  principal  request- 
ing that  he  be  punished. 

Only  one  other  boy  has  been  called  before  the  Gov- 
ernor and  Council.  He  received  a  lecture  which  seems 
Jo  have  done  him  much  good. 

Some  of  the  rules  laid  down  by  the  Governor  and 
Council  are  as  follows : 

If  any  one  is  especially  poor  in  any  subject,  a  member 
of  the  Council  aids  that  boy. 

If  any  boy  neglects  his  home-work,  he  goes  off  the 
basketball  team. 

Each  member  of  the  Council  has  charge  of  a  row  of 
boys. 

Two  members  of  the  Council  examine  the  home-work 
each  morning  before  9  A.  M.,  and  report  those  boys  who 
do  not  have  their  home-work. 

The  duties  of  the  Governor  are  to  take  the  teacher's 
place  when  she  is  out  of  the  room,  to  give  advice  when 
necessary,   and  to   receive   reports   from  the    Council. 


PUPIL  GOVERNMENT  57 

(The  Governor  and  Council  try  to  be  examples  for  the 
other  boys.) 

The  members  of  the  Council  are  changed  each  month, 
thus  giving  a  greater  number  of  boys  an  opportunity  to 
act  on  the  Council. 

All  the  boys  of  the  class  try  to  help  the  Council  as 
much  as  possible.  Our  class  is  a  happy  one;  the  boys 
try  to  do  the  best  they  can. 

Respectfully  submitted  to  the  President  of  the  School. 

The  Governor. 

It  is  needless  to  say  that  such  work  as  is  indicated  in 
these  reports  must  be  guided  by  the  teacher.  Without 
watching,  he  must  see  everything  that  goes  on ;  and  while 
letting  the  officers  do  all  they  can,  he  must  keep  his 
hands  on  the  reins.  But  while  advising,  inspiring,  and 
supervising,  he  will  make  himself  as  unobtrusive  as  pos- 
sible. 


CHAPTER  XII 

MORAL   TRAINING   THROUGH   ASSEMBLY   EX- 
ERCISES 

The  place  where  the  principal  of  a  school  can  best 
make  felt  his  power  for  good  is  the  general  assembly. 
It  is  curious  to  note  what  constitutes  the  opening  exer- 
cises in  many  schools.  In  some,  this  opening  is  made 
the  occasion  of  a  military  drill;  in  others,  a  singing  les- 
son is  given ;  in  still  others,  annoneement  is  made  of  new 
rules  and  regulations;  and  in  a  few,  unfortunately, 
principals  use  the  time  to  scold  and  stir  up  bad  feelings 
generally. 

In  schools  where  scholarship  is  the  chief  end,  and  the 
main  concern  is  not  with  the  child  but  with  the  subject 
matter  and  method  of  teaching,  an  assistant  is  often  dele- 
gated to  open  the  school;  while  the  principal  sits  in  his 
office  planning  lessons  and  examinations.  The  latter 
may,  of  course,  properly  form  the  principal's  work  at 
the  proper  time.  Yet  it  is  a  shame  that  he  should  not 
use  the  assembly  as  an  opportunity  for  coming  into 
close,  forceful  relations  with  his  pupils.  For  he  ought 
to  be,  not  only  the  head  of  the  school,  but  the  heart  as 
well.  From  him  should  radiate  vitality,  enthusiasm, 
good- will,  and  power.  And  if  he  is  conscious  of  his 
power  (not  his  autlwrity,  mind  you),  he  will  use  it  to 
awaken  all  that  is  strongest  and  noblest  in  his  pupils. 
Not  only  will  he  point  the  way  toward  the  attainment 

58 


ASSEMBLY  EXERCISES  59 

of  the  highest  ideals,  but  he  will  himself  walk  as  a  leader 
therein. 

In  the  assembly,  moreover,  the  principal  has  a  chance 
to  unify  his  school  and  create  a  larger  social  spirit.  In- 
stead of  saying  a  formal ' '  Good-morning ' '  after  the  chil- 
dren are  seated,  and  receiving  an  equally  cold,  mechan- 
ical "Good-morning,  Mr.  Principal,"  in  reply,  let  him 
stand  near  the  double  line  of  pupils  as  it  approaches  the 
platform,  and  give  a  pleasant  look  to — ^not  at — each 
one.  A  slight  inclination  of  the  head,  or  a  friendly 
glance  of  recognition  will  mark  an  exchange  of  good 
feeling  between  principal  and  pupil.  Somehow,  that 
one  act  makes  a  good  beginning  for  the  whole  day,  and 
establishes  a  mutual  understanding  and  good  feeling. 
After  a  time,  pupils  look  for  the  friendly  nod,  expect  it, 
and  get  good  from  it — though  not  one  whit  more  than 
the  principal  himself.  It  is  much  better  for  a  principal 
to  delegate  to  an  assistant  the  perfecting  of  the  march- 
ing and  the  drill  in  movement,  and  to  free  himself  from 
the  need  of  criticising  and  reprimanding.  Important  as 
these  duties  are,  the  principal  should  seek  better  things. 
He  must  let  nothing  unfit  him  for,  or  hinder  him  from, 
exercising  the  best  function  of  his  office — that  of  being 
the  leader  and  guide,  and  the  creator  of  ideals  and  as- 
pirations. 

At  assembly,  it  is  well  for  the  pupils  occasionally  to 
stand  perfectly  quiet  for  a  moment,  breathe  deeply,  and 
think  composedly,  before  sitting  down,  in  order  to  give 
poise  to  both  body  and  mind.  Once  a  week  there  should 
be  a  flag  salute,  accompanied  by  singing  of  the  National 
Hymn.  After  the  pupils  are  seated,  the  principal  (if 
Bible  reading  is  permitted)   should  read  without  com- 


60         SYSTEMATIC  MORAL  EDUCATION 

ment  a  few  carefully-selected  verses — a  parable,  a  bit  of 
history — relating,  if  possible,  to  tlie  topic  of  the  month 
and  day.  It  is  a  mistake  to  read  the  Bible  perfunctorily, 
with  perhaps  never  an  excursion  beyond  the  Psalms  and 
Book  of  Proverbs.  Both  the  Old  and  the  New  Testament 
afford  many  beautiful  lessons,  lofty  sentiments,  and  help- 
ful words,  exclusive  of  passages  which  might  arouse  sec- 
tarian prejudice.  As  much  care  should  be  taken  in  se- 
lecting the  passages  for  reading  as  is  taken  with  the 
other  subjects  of  the  day's  program. 

If  reading  of  Scripture  is  prohibited,  a  selection  may 
be  taken  from  one  of  the  standard  authors.  Was  there 
ever  a  more  helpful,  inspired  sermon  than  Dickens' 
** Christmas  Carol"?  There  is  also  many  a  bit  of  verse 
of  untold  ethical  value.  In  case  the  Lord's  Prayer  is 
allowed  to  be  said,  that  may  be  done  by  the  pupils, 
standing  reverently.  Then  should  follow  a  hymn: 
nothing  doleful,  threatening,  or  other-worldly,  but  some- 
thing helpful,  hopeful,  uplifting.  Examples  are  "The 
King  of  Love  My  Shepherd  Is";  "New  Every  Morning 
is  the  Love";  "The  Lord  is  My  Shepherd."  To  con- 
sider this  earth  a  Heaven,  to  enjoy  its  beauties,  and  to 
regard  its  Maker  as  a  Loving  Father  whom  they  gladly 
reverence,  obey,  and  love — this  is  best  for  children.  Of 
course,  hymns  that  might  give  even  the  least  offence  to 
the  religious  beliefs  of  any  of  the  pupils  should  be 
avoided.  A  number  of  satisfactory  hymns  are  listed  in 
a  later  chapter. 

After  the  singing  of  the  hymns,  pupils  may  recite  quo- 
tations appropriate  to  the  topic  of  the  month  and  day. 
Quotations  suitable  for  this  purpose  are  found  in  Part 
II  of  this  book.    For  national  holidays,  patriotic  quota- 


ASSEMBLY  EXERCISES  61 

tioDs  are  good;  but  to  have  them  every  day  is  tiresome. 
And  after  all,  patriotism  is  but  one  of  many  virtues. 
On  the  other  hand  it  is  interesting  and  helpful  for  all 
members  of  the  school  to  have  pupils  bring  in  quotations, 
stories,  and  poems  relating  to  the  topics  as  they  vary 
from  day  to  day. 

Following  the  reading,  or  reciting,  some  bright  song 
should  be  sung.  One  having  an  ethical  content  is,  of 
course,  preferable ;  but  one  may  make  use  of  good  school 
and  college  songs  in  general,  and  even  of  plantation  melo- 
dies. A  suitable,  classical  selection  simple  enough  to  be 
taught  easily,  and  without  losing  its  cultural  value  in  the 
process,  should  be  chosen  above  everything  else,  if  it  can 
be  found.  But  it  should  be  remembered  that  this  sing- 
ing is  done  not  primarily  for  cultural  purposes,  or 
merely  to  entertain,  but  to  fill  the  heart  with  joy,  love, 
and  aspiration.  Its  aim  is  to  develop  the  moral  nature 
of  the  child  by  appealing  to  his  better  self. 

Once  a  week,  the  principal  should  give  a  ten-minute 
talk.  He  may  make  this  an  appeal  for  greater  effort  to- 
ward some  particular  goal  in  character-building,  or  a 
plan  for  carrying  out  practically  some  lesson  of  helpful- 
ness; or  he  may  tell  some  interesting  story  containing 
an  ethical  lesson,  or  read  some  newspaper  clipping  that 
narrates  a  deed  of  heroism  or  self-denial.  A  principal' 
who  loves  his  work  will  find  no  difficulty  in  getting  ma- 
terial for  his  talks.  Of  course,  the  interest  and  respon- 
siveness of  the  pupils  will  be  in  direct  ratio  to  the 
earnestness,  enthusiasm,  and  sincerity  of  the  speaker. 
If  he  be  animated  with  zeal  for  the  growth  of  the  God- 
given  principle  in  each  child;  if  he  be  possessed  of  pa- 
tience, tact,  and  originality,  and  know  the  child's  na- 


62  SYSTEMATIC  MORAL  EDUCATION 

ture;  if  he  have  good  presence,  musical  voice,  agreeable 
manners,  and  a  forceful,  magnetic  personality — then  his 
talks  will  not  only  give  the  keenest  joy,  but  will  effect  in 
the  hearts  and  minds  of  his  children  good  unbounded. 


CHAPTER  XIII 
AUXILIARY  MEANS  IN  INDIRECT  TRAINING 

Once  a  teacher  becomes  thoroughly  inspired  with  the 
desire  to  promote  the  child's  spiritual  growth  as  well  as 
to  develop  its  intellectual  and  physical  powers, — to  train 
the  heart,  as  well  as  the  head  and  the  hand, — innumer- 
able opportunities,  as  well  as  ways  and  means,  of  doing 
this  work  indirectly  will  occur  to  him.  He  will  find 
"books  in  the  running  brooks,  sermons  in  stones,  and 
good  in  everything." 

One  of  the  greatest  helps  is  to  secure  the  co-operation 
of  parents.  This  can  be  accomplished  partly  through 
parents'  meetings,  and  also,  if  they  are  properly  man- 
aged, through  parents'  clubs.  But  a  word  of  caution  is 
necessary  in  regard  to  the  latter.  There  is  danger  of 
these  clubs  taking  the  bit  into  their  own  mouths,  and 
running  away  with  the  school.  Then  they  become  crit- 
ics, instead  of  aids,  of  the  school,  and  seek  to  direct  its 
policy.  A  discreet,  forceful,  tactful  principal  can,  how- 
ever, prevent  such  a  result ;  and  there  is  no  doubt  that  in 
many  cases  these  associations  are  helpful. 

The  very  best  opportunity  for  mutual  acquaintance 
and  sympathetic  co-operation  is  afforded  by  an  occasional 
meeting  of  parents,  at  which  a  brief  program  is  pre- 
sented by  the  teachers,  and  a  good  speaker  provided. 
Such  meetings  should  never  be  used  to  complain  of  pu- 

63 


64         SYSTEMATIC  MORAL  EDUCATION 

pils'  faults,  or  of  parents'  shortcomings.  For  the  even- 
ing, the  parents  are  guests,  it  should  be  remembered; 
and  a  courteous  host  will  refrain  from  mentioning  any- 
thing disagreeable. 

The  best  person,  perhaps,  to  address  this  meeting  is 
the  principal  himself.  This  will  give  him  an  oppor- 
tunity to  do  a  little  educating  of  parents ;  and  that  such 
education  is  needed  has  been  well  demonstrated  by 
Ernest  Plamlin  Abbott  in  his  "Training  of  Parents." 
If  ever  it  be  necessary  for  a  principal  to  be  "as  wise  as 
a  serpent  and  as  harmless  as  a  dove,"  it  is  when  he 
gives  this  talk.  Let  him  put  aside  for  once  the  guise  of 
pedagogue;  let  him  claim  partnership  with  the  parents; 
let  him  avoid  criticism,  and  openly  and  courteously  ask, 
not  for  advice,  but  for  help.  Let  him  state  frankly  that 
the  aim  of  the  school  is  to  develop  character,  and  ex- 
plain some  of  the  methods  employed.  There  can  be  lit- 
tle question  of  the  kind  of  response  that  will  come  from 
the  parents;  for  that  tender,  vital  cord,  their  desire  for 
the  welfare  of  their  children,  will  have  been  touched. 

Another  way  to  reach  parents,  and  at  the  same  time 
make  a  permanent  record  of  school  activities,  is  through 
a  school  magazine.  A  board  of  editors,  and  business 
managers,  may  be  chosen  from  among  the  pupils,  al- 
ways with  some  teacher  in  charge.  The  material  pub- 
lished should  be  carefully  selected.  Too  many  of  the 
children's  compositions  should  not  be  used.  Let  there 
be  included  two  or  three  of  the  best  on  the  monthly 
topic.  A  modest  account  of  the  activities  of  the  school, 
a  letter  to  parents  from  the  principal,  a  timely  explana- 
tion of  some  school  work,  are  in  order.  Temperate  notes 
on  athletics,  an  impersonal  narration  of  some  deed  of 


INDIRECT  TRAINING  65 

charity  or  helpfulness  are  always  interesting.  The 
editor  must  observe  in  this,  as  in  all  work,  the  chosen 
aim  of  the  school;  and  whatever  would,  in  any  way, 
prevent  the  attainment  of  this  aim  is  to  be  elimi- 
nated. Honor  rolls,  competition,  personal  reflection, 
boasting,  questionable  jokes,  slang,  smartness, — in  short, 
anything  that  tends  to  create  wrong  desires  or  low  ideals, 
— should  be  omitted.  "Thoughts  are  forces,"  and  there- 
fore none  but  the  best  should  appear  in  a  school  maga- 
zine. 

A  school  library  always  has  been,  and  always  will  be, 
a  center  from  which  may  radiate  much  good.  In  spite 
of  ridicule  and  criticism,  Andrew  Carnegie  struck  the 
true  note  of  moral  betterment  when  he  started  to  girdle 
the  land  with  libraries.  Books  contain  the  thoughts  of 
mankind;  and  if  the  nation  is  to  reach  a  higher  moral 
plane,  what  better  forces  can  be  employed  than  the 
noblest  thoughts  of  the  best  writers  ? 

As  early  as  possible,  the  principal  should  seek  to  install 
a  carefully-selected  library,  in  an  attractively-furnished 
room,  accessible  to  all  class-rooms,  with  a  good  supply  of 
w^holesome,  instructive  and  elevating  books,  magazines, 
and  papers, — children's,  as  well  as  adults'.  In  all  towns 
with  public  libraries,  the  children's  section  is  an  impor- 
tant feature.  Let  the  schools  take  a  hint  from  this.  As 
they  have  assumed  many  of  the  activities  once  provided 
by  charity  or  the  churches;  e.  g.,  kindergartens,  cook- 
ing-rooms, gymnasiums ;  so  they  should  make  the  library 
one  of  the  auxiliaries  to  the  child's  complete  educa- 
tion. "What  unlimited  forces  for  moral  and  social  up- 
lift the  teacher  puts  into  the  hands  of  his  pupils,  when 
he  cultivates  a  taste  for  right  reading,  by  directing  them 


66         SYSTEMATIC  MORAL  EDUCATION 

to  proper  books !  Surely  this  means  of  direct,  as  well  as 
indirect,  ethical  culture  should  not  be  slighted  or  ig- 
nored. 

An  Alunmi  Association  may,  or  may  not,  be  a  means 
of  cultivating  a  love  for  the  right.  That  depends  upon 
the  spirit  in  which  it  is  conducted.  If  its  meetings  fos- 
ter the  spirit  of  the  school  that  is  reflected  by  pursuit 
of  the  noble  qualities,  they  will  do  good,  both  to  the 
alumni  and  to  undergraduates.  This  does  not  imply  a 
neglect  of  the  social  spirit,  or  of  interest  in,  and  love 
for,  the  school  for  itself.  These  are  very  important  and 
are,  in  themselves,  ethical  in  character. 

But  where  alumni  societies  become  mutual  admira- 
tion clubs,  or  make  their  meetings  the  occasion  for  ordi- 
nary social  pleasures,  their  ethical  value  may  be  ques- 
tioned. If,  on  the  other  hand,  old  pupils  meet  to  recall 
the  sacred,  happy  memories  of  precious  moments  spent 
in  the  school  halls,  to  revive  and  keep  alive  the  high 
ideals  kindled  in  the  fresh,  enthusiastic  hearts  of  youth, 
and  so  to  pass  on  these  aspirations  to  succeeding  bands 
of  imitative  and  emulating  boys  and  girls,  then  the 
value  of  alumni  associations  is  great,  indeed;  and  it  is 
wise  to  foster  love  and  loyalty  for  the  alma  mater  by 
their  means. 

If  we  are  to  adopt  the  ethical  aim  in  all  our  work, 
we  must  present  such  subject  matter  as  will  aid  directly 
or  indirectly  the  attainment  of  this  aim.  Some  day  a 
course  of  study  may  be  outlined  with  this  end  in  view. 
At  present  our  elementary  school  curricula  seem 
planned  chiefly  to  prepare  pupils  for  high  school  or  busi- 
ness. But  whatever  the  course,  let  us  select  and  empha- 
size whatever  of  the  work  will  fit  our  pupils  for  efficient, 


INDIRECT  TRAINING  67 

altruistic,  moral  life.  To  do  this,  much  must  be  elim- 
inated. All  that  fixes  the  thought  of  the  child  upon 
the  purely  mercenary,  the  selfishly  competitive,  the  rep- 
rehensible in  conduct,  the  bloody  or  warlike  in  history, 
or  upon  sarcasm,  strife,  or  political  plotting, — in  short, 
whatever  has  a  destructive  or  vicious  tendency,  must  be 
omitted. 

Without  continual  preaching,  everything  should  be 
taught  that  inspires  a  better  life.  In  arithmetic,  for  ex- 
ample, problems  of  dollars  and  cents  should  be  limited; 
otherwise,  the  child  becomes  infected  with  the  idea  that 
the  pursuit  of  wealth  is  the  main  thing  in  life.  Exam- 
ples of  profit  and  loss  should  be  largely,  and  those  in- 
volving sharp  bargains  should  be  entirely,  omitted.  If 
the  teacher  supplies  original  problems,  he  can  easily 
bring  in  some  generous  transaction.  For  example,  if  the 
topic  for  the  week  or  month  be  good-will  or  giving,  and 
percentage  be  the  work  in  arithmetic,  a  problem  like  this 
may  be  given : 

Harold  had  $2.80  to  spend  for  Christmas  presents. 
He  spent  46%  for  something  for  his  mother,  25%  for 
his  father,  etc. 

Commercial  geography  has  been  somewhat  overdone 
of  late.  Man  was  not  put  upon  the  earth,  neither  were 
continents  and  oceans  and  rivers  formed,  for  the  sole 
purpose  of  trade.  Histories  are  now  written  with  at 
least  a  negatively  ethical  aim;  and  long,  detailed  de- 
scriptions of  battles  and  wars  are  omitted.  In  general, 
however,  text-books  of  the  present  day  are  far  from  per- 
fect. But  when  right  living  and  high  thinking  become 
the  controlling  ideals  of  the  age,  there  will  be  a  corre- 
sponding elevation  in  the  tone  of  readers,  histories,  geog- 


QS         SYSTEMATIC  MORAL  EDUCATION 

rapliies,  and  whatever  other  tests  may  be  put  into  the 
hands  of  the  child. 

Little  need  be  said  as  to  the  effect  upon  the  child's 
tastes  and  character,  of  the  building  and  its  equipment 
and  surroundings.  Boards  of  Education  are  now  active 
in  supplying  the  best.  It  is,  of  course,  difficult  to  recon- 
cile poorly-lighted,  ill-ventilated,  and  crowded  class-rooms 
with  effective  ethical  culture.  In  spite  of  this,  however, 
a  genius  for  making  the  best  of  bad  conditions  can  over- 
come this  disadvantage.  A  plant  with  bright  blossoms 
may  be  placed  in  a  dark  corner ;  an  aquarium  with  gold- 
fish in  another;  a  good  print,  neatly  framed,  may  be 
hung  on  the  wall;  the  teacher's  desk  should  be  a  model 
of  neatness;  order  and  neatness  should  be  found  every- 
where. 

In  our  modern,  well-lighted,  beautiful  buildings,  we 
have  much  in  the  way  of  mural  decoration,  pictures,  and 
statuary.  It  is  a  hopeful  sign  of  the  times  that,  in  the 
best  schools,  pictures  are  no  longer  hung  for  the  mere 
purpose  of  decoration.  They  must  now  be  the  best  pic- 
tures; either  possessing  artistic  value,  or  else  affording 
moral  instruction. 

To-day  we  hear  a  good  deal  about  school  gardens. 
There  can  be  no  question  of  their  ethical  value.  What- 
ever brings  the  child  within  the  charm  of  Nature,  must 
lead  him  to  a  fuller  appreciation  of  her  beauties,  her 
orderliness,  and  her  industry,  and  inspire  him  with  a 
desire  to  emulate  her. 

The  thoughtful,  watchful,  inventive  teacher  will  find 
many  other  means  of  cultivating  the  moral  faculties^ 
and  will  make  all  pay  tribute  to  his  one  supreme  pur- 
pose-, the  moral  growth  of  his  children. 


CHAPTER  XIV 
RESULTS  OF  MORAL  TRAINING 

A  TREE  is  known  by  its  fruits,  a  system  of  moral  train- 
ing by  its  effects  upon  character.  All  teaching  is 
judged  by  results;  though  the  manner  of  proving  these 
differs.  In  purely  intellectual  teaching,  results  may  be 
tested  by  oral  and  written  examinations;  in  technical 
training,  by  the  products  of  the  hand ;  in  music,  by  ar- 
tistic execution.  The  effects  of  character  training,  how- 
ever, are  not  subject  to  such  methodical  or  practical 
tests:  character  is  too  large,  and  it  does  not  show  uni- 
form development.  Sometimes  seed  that  has  been  sown 
remains  a  long  time  apparently  dormant.  Often  a 
teacher  loses  heart  because  he  fails  to  see  signs  of  awak- 
ening conscience  or  moral  power.  But  let  him  not  weary 
in  well  doing.  He  must  labor  on,  often  unmindful  of 
immediate  results,  and  satisfied  with  bearing  witness,  in 
word  and  deed,  to  the  truth.  For  he  knows  that,  some- 
how, the  truth  must  touch  the  child  and  move  him. 

As  a  matter  of  record,  where  moral  training  has  been 
made  the  chief  part  of  school  work,  changes  have  taken 
place  that  are  almost  marvelous.  For  example,  where 
a  forceful,  skillful  person  has  taken  charge,  chaos  has 
been  made  into  order.  But  this  growth  by  control  from 
within  is  vastly  different  from  mere  order  imposed  from 
without. 

In  a  western  city,  a  school  located  in  th-^  slums  had 

69 


70  SYSTEMATIC  MORAL  EDUCATION 

been  regarded  as  beyond  the  control  of  anyone.  A  lady 
who  believed  in  a  system  of  direct  moral  training  as- 
sumed charge.  Her  first  effort  was  to  enlist  the  interest 
of  the  pupils  in  the  power  of  thought,  by  showing  them 
that  the  boys  and  the  girls  who  wanted  to  do  something 
worth  while,  must  give  care  to  their  thoughts.  At  the 
same  time,  she  took  pains  to  furnish  them  subjects  for 
better  thinking,  and  gave  to  them  through  word  and 
suggestion,  her  own  best  thoughts.  This  seemed  such 
a  novel  way  of  appealing  to  them,  that  it  aroused  their 
curiosity,  and  later  caused  them  to  see  the  reasonable- 
ness of  a  better  way.  In  a  short  time,  it  seemed  as 
though  seven  devils  had  been  cast  out  of  that  school. 

Corresponding  in  some  small  degree  to  the  poor- 
schools  of  London,  are  the  schools  of  the  Children's  Aid 
Society  of  New  York.  In  one  of  these  the  principal  be- 
came converted  to  the  doctrine  of  direct  ethical  instruc- 
tion ;  and  the  children  became  like  clay  in  the  hands  of 
a  potter.  In  a  school  in  the  so-called  Tenderloin  Dis- 
trict of  New  York,  a  teacher  took  charge  of  a  class  com- 
posed of  fourteen-year-old  boys  of  the  worst  type:  boys 
who  habitually  went  to  bed  after  midnight,  stole,  drank, 
smoked,  and  led  the  lowest  kind  of  life,  because  they 
lived  in  the  wickedest  part  of  a  great  metropolis.  This 
teacher,  too,  believed  in  the  all-conquering  power  of  di- 
recting thoughts  and  activities  into  right  channels.  His 
first  work  was  to  give  a  boy  who  was  the  leader  of  a 
rough  gang  the  office  of  governor  of  the  class.  The  gov- 
ernor was  asked  to  preserve  order,  and  to  help  those  who 
were  behind  in  work.  The  effect  upon  him,  as  well  as 
upon  the  rest  of  the  class,  was  magical.  On  one  occasion 
the  teacher  was  detained  at  home  for  three  days,  and  the 


RESULTS  OF  MORAL  TRAINING  71 

class  sent  their  representative  to  the  principal,  to  ask 
that  they  might  take  care  of  themselves.  The  request 
was  granted.  During  the  day,  the  principal  looked  in 
upon  them:  the  governor  was  at  the  teacher's  desk  hear- 
ing the  lessons,  and  the  order  was  perfect.  So  great 
was  the  ultimate  change  in  the  governor's  conduct,  as 
wel?  as  in  his  appearance,  that  when  he  left  school  to  go 
to  work,  he  received  the  strongest  of  testimonials,  and 
was  started  on  an  honorable  career. 

Reference  ha.s  already  been  made  to  the  benefit  of  the 
system  upon  the  teacher.  Teaching  is  no  longer  re- 
garded as  drudgery,  but  is  looked  upon  as  a  labor  of  love. 
The  artisan  has  become  an  artist,  and  his  work  fascinates 
him  with  its  charm.  It  is  the  experience  of  Pygmalion 
and  Galatea  repeated. 


BIBLIOGRAPHY 

Note.  The  bibliography  of  ethical  instruction  is  an  ex- 
tensive one,  Edward  Howard  Griggs,  in  the  volume 
mentioned  below,  devotes  forty-three  pages  to  it,  and 
does  not  by  any  means  exhaust  the  list.  When,  how- 
ever, one  attempts  to  select  from  this  great  number  the 
books  of  practical  value  to  the  elementary  school  teacher, 
the  list  is  surprisingly  small.  After  excluding  all 
purely  abstract  works  on  the  science  of  ethics,  and  all 
that  merely  emphasize  the  need  of  instruction  in  the 
subject,  I  find  after  careful  selection  that  of  those  which 
are  available  for  immediate  practical  use  the  following 
are  the  best: 
Moral    Education.     Edward    Howard    Griggs.     B.    W. 

Huebsch,  New  York,  1906. 
The  Brownley  System  of  Child  Training.     Jane  Brown- 
ley.     Holden,  Springfield,  Mass.,  1906. 
Morals  and  Manners.     William  J.  Shearer.     Macmillan, 

New  York,  1905. 
Ethics  for  Young  People.     C.  C.  Everett.     Ginn  &  Co., 

Boston,  1891. 
Conduct  as  a  Fine  Art.     Gilman  and  Jackson.     Hough- 
ton, Mifflin  &  Co.,  Boston,  1891. 
Primer  of  Right  and  Wrong.     J.  N.  Larned.     Hough- 
ton, Mifflin  &  Co.,  Boston,  1902. 
Moral  Instruction   of  Children.     Felix  Adler,     Apple- 
ton,  New  York,  1902. 

72 


BIBLIOGRAPHY  73 

The  Heart   of  a  Boy.     G.   Mantellini.    Laird   &  Lee, 

Chicago,  1899. 
The  Boy  Problem.    "William  Byron  Forbush,     Pilgrim 

Press,  Boston,  1901. 
Youth,    its    Education,    Regimen,    and    Hygiene.     G. 

Stanley  Hall.     Appleton,  New  York,  1909. 
Duty.     J.  H.  Seelye.     Ginn  &  Co.,  Boston,  1892 
School    Management.     E.    E.    White.     American    Book 

Co.,  New  York,  1892. 
Children's  Rights.     Kate  Douglas  Wiggin.     Houghton, 

Mifflin  &  Co.,  Boston,  1892. 
Moral  Instruction  and  Training  in  Schools.     Edited  by 

M.  A.  Sadler.     Longmans,  Green  &  Co.,  London,  1909. 
Ethics  of  Success.    Readers  I,  II,  III.     Siver,  Burdett 

&  Co.,  New  York,  1907. 
Practical  Ethics.    William  DeWitt  Hyde.     Henry  Holt 

&  Co.,  New  York,  1892. 
Lessons  on  Morals.    Julia  M.  Dewey.    Hinds  &  Noble, 

New  York. 


PART  II 


I.  MORALS:    TOPIC  AND  OUTLINE 

1.   OBEDIENCE 
PRIMARY 

FIRST   WEEK 

1.  Monday.  Why  may  we  not  talk  aloud  in  the  class? 
Whom  must  we  mind  in  school?  Why?  Why  would  it 
not  be  right  for  every  one  to  do  as  he  pleased  in  the  class? 

2.  Tuesday.  Why  may  not  babies  come  to  school? 
What  would  happen  if  they  came?  Why  couldn't  they 
learn?     Is  it  babyish  to  mind,  or  not  to  mind? 

3.  Wednesday.  Did  your  father  and  mother  have  to 
obey  their  parents?  Did  your  grandfather  obey?  Sup- 
pose everybody  did  onJy  what  he  pleased? 

4.  Thursday.  Does  your  teacher  have  to  mind? 
Suppose  she  read  a  novel  all  day  in  school,  or  went  to  sleep, 
or  did  not  teach  you;  what  would  happen?  Does  papa 
have  to  obey?  Why  may  he  not  do  as  he  pleases?  Every- 
body has  to  mind. 

5.  Friday.    Quotation.     Learn  and  talk  about  it. 

second  week 

1.  Monday.  If  you  put  your  finger  into  the  fire,  what 
happens?    Could  you   escape  punishment?    If  you  fell 

77 


78         SYSTEMATIC  MORAL  EDUCATION 

from  the  top  of  a  house,  what  would  probably  be  the 
result? 

2.  Tuesday.  What  did  we  talk  about  yesterday?  We 
call  such  occurrences  laws  of  Nature.  Can  you  name 
others  ?  (Suggest  seasons,  planting,  etc.)  Are  such  laws 
ever  broken  without  punishment? 

3.  Wednesday.  How  do  we  learn  to  obey  Nature's 
laws?  Who  made  those  laws?  Are  they  for  our  good? 
Shall  we  obey  them  gladly? 

4.  Thursday.  Name  some  city  laws  about  sidewalks, 
playing  ball  in  the  street,  playing  cat.  Why  are  these 
laws  made?  Who  makes  them?  If  we  break  the  law, 
what  may  happen? 

5.  Friday.    Quotation.     Learn,  recite,  discuss. 

third  week 

1.  Monday.  If  you  play  tag,  and  some  one  tags  you, 
why  do  you  have  to  be  "it"?  Why  do  you  obey  that  law? 
Who  makes  the  law  of  games?  Talk  about  the  laws  of 
other  games,  as  baseball  or  hide-and-seek. 

2.  Tuesday.  Why  do  boys  tip  their  hats  to  ladies? 
Who  says  they  must?  Why  may  not  every  one  do  as  he 
pleases  in  company? 

3.  Wednesday.  If  your  parents  or  teachers  ask  you  to 
do  something,  why  is  it  best  to  obey?  Why  should  you 
like  your  children  to  obey?     Shall  we  obey  in  our  class?  • 

4.  Thursday.  It  is  easy  to  obey  if  we  get  the  habit. 
How  do  you  feel  when  you  obey?  Read  the  ten  command- 
ments.    Which  of  those  are  good  for  boys  and  girls? 

5.  Friday.    Quotation.     Copy,    learn,    recite,    discuss. 


MORALS:    TOPIC  AND  OUTLINE  79 

INTERMEDIATE 

FIRST  WEEK 

1.  Monday.  School  Laws,  Have  we  many  laws  in 
this  school?  Name  some.  Why  are  these  rules  made? 
Why  do  pupils  obey  them?  Why  do  most  of  us  like  to 
obey  these  rules?    Does  our  love  for  our  school  help  us? 

2.  Tuesday.  Obedience  is  manly.  It  is  manly  (or 
womanly)  to  obey.  It  is  childish  to  disobey.  Soldiers 
obey  their  captain.  Cowards  run  away  from  battle. 
Which  boy  or  girl  do  you  respect  most,  one  who  obeys  or 
one  who  disobeys?  (Tell  the  story  of  the  boy  on  the  burn- 
ing deck,  or  of  the  watchman  at  Pompeii,  or  of  some  great 
sacrifice  to  obedience,  for  reproduction  in  a  composition.) 

3.  Wednesday.  Obedience  in  Games.  When  playing 
dominoes  or  other  games,  why  obey  the  rules  of  the  game? 
What  would  you  think  of  a  boy  who  refused  to  obey  the 
rules  in  a  baseball  game?  Law  and  obedience  are  necessary 
even  in  games. 

4.  Thursday.  Laws  of  Society.  Why  do  boys  tip 
their  hats  to  ladies  and  elders?  Do  they  have  to?  Why 
wear  a  collar  or  clean  clothes?  Why  are  we  polite  to  one 
another?  What  do  we  call  a  boy  or  a  girl  who  refuses  to 
obey  the  rules  of  society? 

5.  Friday.     Quotation.     Copy,  learn,  recite,  discuss. 

Obedience  is  the  grandest  thing  in  the  world  to  begin  with. 
The  one  essential  of  chivalry  was  obedience. 

—  George  Macdonald. 
"True  obedience  neither  procrastinates  nor  questions." 

SECOND  WEEK 

1.  Monday.  Nature's  Laws.  Why  do  builders  make 
a  foundation  of  heavy  stone  below  the  frost  line?    Sup- 


80         SYSTEMATIC   MORAL   EDUCATION 

pose  they  did  not,  what  would  happen?  If  farmers  planted 
their  crops  in  the  late  fall  instead  of  in  the  spring,  why 
would  the  crops  not  grow?  Mention  some  laws  of  Nature. 
(Fire  burning,  etc.) 

2.  Tuesday.  Nature  Punishes.  When  we  refuse  to 
obey  Nature's  laws,  how  does  she  treat  us?  Does  she  ever 
forget  to  punish  us?    Who  makes  these  laws?    Why? 

3.  Wednesday.  City  Laws.  Who  made  the  law  for- 
bidding the  throwing  of  garbage  into  the  street  ?  Why  were 
this  and  other  health  laws  made?  What  is  the  law  about 
working-papers,  or  attending  school?  (Write  out  care- 
fully.)    Why  made? 

4.  Thursday.  Federal,  State,  and  Local  Laws.  There 
are  men  elected  every  year  or  so  to  make  laws  for  the 
people.  Some  laws  are  made  at  Washington,  some  at  the 
State  Capital,  some  by  the  City  Council  or  Aldermen,  or 
by  the  county  supervisors.     Name  one  of  each  kind. 

5.  Friday.  Quotation.  Learn  and  discuss.  Will  some 
one  bring  in  the  whole  poem? 

"Theirs  not  to  reason  why, 
Theirs  not  to  make  reply, 
Theirs  but  to  do  and  die; 
Into  the  valley  of  death  rode  the  six  hundred." 

THIRD   WEEK 

1.  Monday.  When  a  boy  or  girl  starts  a  society  or 
club,  what  is  the  first  thing  to  be  done?  When  our  country 
was  made  free,  what  was  the  first  thing  Jefferson,  Wash- 
ington, Madison,  and  others  did?  Where  can  you  find 
the  Constitution? 

2.  Tuesday.  So  you  see,  law  is  everywhere,  —  in 
games,  in  society,  in  Nature,  in  the  army,  in  the  state,  in 
the  country.     What  is  the  most  sensible,  manly,  and  wise 


MORALS:    TOPIC   AND   OUTLINE  81 

thing  to  do  with  it?    What  do  wc  call  a  person  who  refuses 
to  believe  in  or  obey  laws? 

3.  Wednesday.  Ideal  of  Obedience.  Who  is  your 
ideal  or  pattern  of  obedience?  Do  you  think  less  of  him, 
because  he  obeys?  Give  an  instance  of  his  doing,  not 
what  he  pleased,  but  what  he  was  asked  to  do. 

4.  Thursday.  Effect  of  habitual  obedience  on  char- 
acter. Spontaneous,  voluntary.  Give  the  meaning  of 
these  terms.  To  say,  "I  will,"  and  obey,  when  it  is  easier 
to  say,  "I  will  not,"  and  refuse  to  obey,  gives  backbone  to 
character.  Which  will  you  be  like,  a  jellyfish  or  like  a  hon 
in  strength? 

5.  Friday.     Quotations. 

"Conscience,  her  first  law  broken,  wounded  lies." 

Follow  orders,  plow  and  sow,  but  do  not  ask  why.  One  alone 
knows  why,  and  that  One  loves  thee.     Let  that  suffice. 

—  Charles  Wagner,  author  of  "  The  Simple  Life." 

ADVANCED 

1.  Topic:  Obedience  for  Older  Boys  and  Girls. 

Question:  How  long  should  older  boys  and  girls  obey 
their  parents?  Wliat  do  you  think  of  a  manly  boy 
or  a  ladylike  girl  who  strives  to  please  mother  and 
father?  What  shall  you  call  your  father  as  you  grow 
older? 

2.  Topic:  Obedience  to  Parents. 

Question:  Just  why  should  we  obey  our  parents,  even 
though  they  ask  us  to  do  things  which  we  do  not  like? 
Why  cannot  we  do  as  we  please? 

3.  Topic:  Obedience  in  School. 

Question:  Which  do  you  like  better,  a  teacher  who  lets 
you  do  as  you  please,  or  one  who  exacts  obedience?    An 


82         SYSTEMATIC   MORAL  EDUCATION 

orderly  class  or  disorderly  class?  "VVliere  can  you  learn 
the  more? 

4.  Topic:  Prompt,  Cheerful  Obedience. 
Question:   Do  you  like  to  be  commanded  to  do  things? 

Try  to  do  things  before  it  is  necessary  to  be  commanded. 
The  boy  or  girl  who  tries  to  anticipate  his  teacher  or  em- 
ployer is  the  one  who  is  liked  and  who  succeeds.  Some- 
times do  more  than  is  asked. 

5.  Quotations. 

"  True  obedience  neither  procrastinates  nor  questions." 

Follow  orders,  plow  and  sow,  but  do  not  ask  why.  One  alone 
knows  why,  and  that  One  loves  thee.     Let  that  suffice. 

—  Charles  Wagner,  author  of  "The  Simple  Life." 

6.  Topic:  Everybody  has  to  Obey. 

Question:  Your  father  cannot  do  as  he  pleases,  or  he 
would  lose  his  job.  Your  mother  has  to  obey  the  doctor 
when  giving  you  medicine.  Trace  authority  of  teacher 
through  Board  of  Education. 

7.  Topic:  Difference  between  Law  and  Anarchy. 
Question:  Which  country  is  best,  where  laws  are  gladly 

obeyed,  or  where  they  are  disregarded?  How  do  people 
regard  law  breakers?  Who  can  recite  the  ten  command- 
ments? 

8.  Topic:  What  is  the  Highest  Law  of  the  Land? 
Question:    Who  makes  our  laws  in  city,  state,  nation? 

Who  sees  that  they  are  obeyed?  Who  decides  whether  a 
law  has  been  broken  and  what  the  punishment  must  be  if 
laws  are  broken? 

In  days  of  chivalry,  pages,  squires,  and  knights  obeyed 
willingly  the  commands  of  the  king  or  lady  to  whom 
each  had  given  a  pledge.  Let  some  one  tell  a  story  of 
knighthood. 


MORALS:    TOPIC  AND  OUTLINE  83 

9.  Quotation: 

Obedience  is  the  grandest  thing  in  the  world  to  begin  with. 
The  one  essential  of  chivalry  was  obedience. 

—  George  Macdonald. 

10.  Topic:  Laws  in  the  Natural  World  which 
Must  be  Obeyed.  Fire  burns.  Apples  fall.  Water  runs 
down  hill. 

Question:  What  happens  if  we  disobey?  Does  Nature 
forget  to  punish? 

11.  Topic:  Moral  Law. 

Question:  Why  are  our  consciences  given  us?  Has  a 
dog  a  conscience?  Martyrs  died  rather  than  disobey 
conscience.  "Conscience,  her  first  law  broken,  wounded 
lies." 

Review:  Obedience  is  not  servile,  but  noble.  How  do 
we  feel  when  we  obey  conscience?  How  do  our  parents  feel  ? 

2.   REAL   SELF 
PRIMARY 

1.  Has  your  mamma  a  servant?  What  must  servants 
do?  Do  you  know  that  you  have  a  servant,  or  many 
servants?    Do  you  know  that  they  work  for  you? 

2.  Quotation  : 

"  Each  little  finger  on  each  little  hand, 
Feet,  ears,  and  tongue,  all  belong  to  a  band 
Of  servants,  faithful,  and  good  and  true. 
Who  do  all  your  work  they  are  told  to  do." 

3.  Are  yours  good  servants?  Do  they  obey  you? 
What  servants  carry  you  to  school?  What  servants  carry 
food  to  your  mouth?     Are  they  clean  servants? 

4.  If  we  want  our  body,  hands,  etc.,  to  do  our  work, 


84         SYSTEMATIC   MORAL  EDUCATION 

how  should  we  care  for  them?    Do  these  servants   ever 
get  tired?    What  should  we  do  with  them,  then? 

5.  Food  and  the  Body.  Why  do  we  eat?  If  we  eat 
too  much,  what  will  our  bodies  do?  We  must  obey  the 
laws  about  food,  or  our  stomachs  will  object. 

6.  My  body,  then,  is  only  my  servant,  it  is  not  I. 
Did  you  ever  hear  of  a  child  who  had  one  of  his  servants, 
or  legs,  cut  off?    Was  it  not  too  bad? 

7.  Besides  the  body,  you  have  another  servant  that 
does  your  thinking  for  you.     What  is  it? 

8.  How  else  does  it  work  for  you?    It   remembers. 
What  does  it  remember? 

9.  How  do  you  feed  the  body?  How  do  you  feed  the 
mind? 

10.  If  you  want  to  write  a  letter  to  your  cousin,  how  do 
you  know  how  to  spell  a  word? 

11.  Why  do  you  come  to  school?  To  feed  the  mind  so 
as  to  make  it  a  good  servant. 

12.  Does  papa  earn  money  for  you  with  his  hands,  or 
with  his  mind?  You  see  a  well-trained  mind  can  be  a  good 
servant  to  earn  things  for  us. 

13.  We  must  make  our  minds  obey.  "Now,  mind,  you 
study  that  'table.'  Some  day  I  want  you  to  give  it  back 
to  me." 

14.  Why  should  I  make  my  mind  learn  to  read  and 
remember  things?     Does  my  mind  obey  me? 

15.  Your  real  self  is  not  your  body  or  your  mind.  It 
is  the  'I  will.'     Is  your  'I  will'  the  master? 

16.  Does  your  tongue  obey  your  'I  will'?  Do  your 
hands  always  do  as  you  say,  or  are  they  your  masters? 

17.  Whenever  we  see  or  hear  anything,  it  goes  into  our 
minds  and  we  remember  it.  Is  your  mind  full  of  good  or 
bad  memories? 


MORALS:    TOPIC  AND  OUTLINE  85 

18.  When  we  think  kind  or  brave  thoughts,  we  grow 
kind  and  brave.  Let  us  all  be  still  and  think  a  kind 
thought  about  somebody  for  about  two  minutes. 

19.  Quotation: 

"  You  never  can  tell  what  your  thoughts  will  do, 

In  bringing  you  hate  or  love; 
For  thoughts  are  things,  and  their  airy  wings 

Are  swift  as  the  carrier  dove. 
They  follow  the  law  of  the  universe, 

Each  thing  must  create  its  kind, 
And  they  speed  o'er  the  track  to  bring  you  back 

Whatever  went  out  from  your  mind." 

ADVANCED 

1.  Body  a  Servant.  Has  your  mamma  a  servant? 
What  does  she  do?  Did  you  loiow  that  you  had  a  servant, 
or  many  servants?  (Illustrate,  —  hands,  feet,  tongue, 
heart,  teeth,  etc.)  Do  they  mind  you?  Avoid  the  idea 
of  inferiority  of  servants.     Everybody  has  to  work. 

2.  Quotation.  About  Service.  (Ich  dien.)  "To 
serve  is  noble." 

3.  Care  of  Body.  If  we  want  our  servants  to  do  good 
work,  how  should  we  treat  them?  We  need  clean  and 
healthy  servants.  What  about  overworking  our  servants? 
Proper  eating,  sleep,  bathing,  etc.  The  body  is  like  a 
house  in  which  we  dwell. 

4.  If  we  want  our  servants  to  live  long  and  be  useful 
to  us,  we  should  see  that  nothing  harms  them.  Which 
is  better,  a  skillful  or  a  careless,  clumsy  worker?  Are 
your  fingers  good  servants?  Do  they  write  well,  or  play 
the  violin  or  the  piano  well,  or  sew  or  draw  well? 

5.  Mind  a  Servant.  Then  you  and  I  have  another 
useful  servant,  which  does  so  much  work  for  us,  —  in  fact. 


86         SYSTEMATIC   MORAL  EDUCATION 

it  works  for  us  all  the  time.    Can  you  think  of  some  work 
which  it  does? 

6.  A  Healthy  Mind,  To  be  healthy,  the  mind  must 
be  fed  and  exercised,  and  made  skillful.  How  can  we 
feed  the  mind?    What  will  make  the  mind  bright? 

7.  Daily  Work  for  the  Mind,  "Now,  Mind,  you 
must  learn  that  spelling  lesson,  or  table,  to-day.  I  want 
you  to  learn  it  perfectly,  for  I  do  not  want  a  stupid,  slovenly 
servant," 

8.  It  is  strange  that  the  mind  gives  back  what  it  is 
given.  Useful  information,  facts,  etc.  Why  do  you  go 
to  school?    What  do  you  learn  to  think  about  in  school? 

9.  Control  of  the  Mind.  Do  you  ever  try  to  drive 
idle  or  bad  thoughts  out  of  your  mind?  When  you  study, 
what  must  you  do  with  roving  thoughts?  How  can  you 
fix  your  mind  on  your  studies? 

10.  Training  the  Mind  and  Memory.  How  can  I  make 
myself  remember?  How  can  I  study?  Go  by  myself 
and  say,  "I  will  remember." 

11.  The  Real  Self.  Who  has  a  body?  Who  has  a 
mind?  Who  is  the  '  I '  ?  Will  you  ever  lose  your  body? 
The  body  changes  every  seven  years.  We  cut  our  nails, 
and  hair,  and  when  we  wash,  particles  of  skin  are  taken 
away. 

12.  Did  you  ever  hear  of  people  who  had  lost  their 
minds?  What  about  old  people,  or  the  aged?  Do  you 
think  as  you  did  last  year?     Even  the  mind  changes. 

13.  The  real  self  goes  on  and  on.  It  uses  the  body  to 
do  its  work,  and  the  mind  thinks  for  it.  Are  you  boss,  or 
ruler,  of  your  body  and  your  mind?  Or  does  some  one  else 
control  it?    What  about  bad  companions? 

14.  Thoughts  help  to  make  the  real  self,  just  as  food 
makes  the  body.    What  kind  of  thoughts  are  you  feeding 


MORALS:    TOPIC  AND  OUTLINE  87 

your  real  self?  What  kind  of  self  will  right  thoughts  make? 
Why  should  we  drive  away  wrong  thoughts?  They  make 
our  bodies  unhealthy. 

15.  Quotations: 

As  a  man  thinketh,  so  is  he.  —  Bible. 

"Evil  thoughts  are  more  dangerous  than  wild  beasts." 

"Keep  your  head  and  heart  full  of  good  thoughts,  and  bad 
ones  will  find  no  room." 

16.  Why  do  you  go  to  school?  How  can  we  get  right 
thoughts  from  history?  Do  we  pay  servants  generally? 
How  much  do  we  pay  the  body?  Do  our  mothers  pay 
us  for  eating?    Why  not? 

17.  Who  pays  the  mind?  Shall  we  receive  pay  for  study- 
ing? Why  do  we  come  to  school?  Do  report  cards  pay 
us?  (Instruct  pupils  fully  about  sealed  report  cards  for 
parents.)     Why  sealed?    We  trust  you  not  to  open  them. 

18.  Make  a  list  of  thoughts  you  would  like  to  have. 
What  should  be  our  first  thought  upon  waking?  On  re- 
tiring? What  would  you  like  to  be?  Think  about  it,  and 
you  will  be  such.  Story  of  the  boy  who  wanted  to  be  a 
knight. 

19.  How  do  our  companions  affect  our  thoughts?  Do 
stories  and  books  make  us  think  differently?  Can  you 
govern  your  thoughts?  Send  out  a  kind  thought  to  some 
one  every  day. 

20.  Quotation: 

Evil  is  wrought  from  lack  of  thought, 
As  well  as  from  lack  of  heart. 

—  Herbert. 


88         SYSTEMATIC  MORAL  EDUCATION 

3.   SELF-CONTROL 
PRIMARY 

1.  What  do  we  mean  by  self-control?  What  controls 
a  trolley  car?    A  ship?    A  horse? 

2.  Why  cannot  a  baby  walk  when  it  is  very  little? 
Why  does  it  fall  so  often? 

3.  We  all  have  to  control  our  actions.  What  do  you 
do  when  you  skate? 

4.  What  kind  of  boy  does  not  control  himself? 

5.  Do  you  need  some  one  to  make  you  control  yourself, 
or  can  you  do  it  yourself? 

6.  What  do  others  think  of  us  when  we  lose  our  tempers? 
What  do  we  think  of  ourselves? 

7.  When  you  lose  your  temper,  what  is  the  first  thing 
you  do?     Call  names?     Fight?     Dogs  fight. 

8.  When  you  go  to  work,  what  will  happen  if  you  lose 
your  temper?   Would  your  employer  let  you  keep  the  place? 

9.  Does  self-control  pay?  In  self-respect?  In  having  a 
clear  head? 

10.  If  every  child  had  self-control,  how  easy  the  school 
work  would  be. 

IL  If  you  do  not  get  promoted,  will  you  have  self- 
control  and  try  harder  the  next  time? 

12.    Have  you  tried  all  the  month  to  have  self-control? 

ADVANCED 

1.  Body,  Mind,  the  Real  Self.  Which  shall  control? 
Whom  shall  it  control?  What  controls  a  trolley  car? 
"He  who  reigns  within  himself,  and  rules  passions,  desires, 
and  fears,  is  more  than  a  king." 

2.  What  steers  a  ship?    How  is  an  automobile  directed? 


MORALS  :    TOPIC  AND  OUTLINE  89 

Why  not  let  it  go  itself?  What  is  the  difference  between 
you  and  an  automobile?  Why  do  we  try  to  teach  you 
self-control? 

3.  Instinct.  When  a  cat  sees  a  mouse,  what  does 
it  do?  Why  does  it  not  chase  a  little  dog?  What  makes 
a  dog  bark,  a  cat  mew,  a  horse  neigh?  Who  taught 
them? 
'  4,  Impulse.  What  makes  a  dog  chase  a  cat?  What 
is  an  impulsive  boy  or  girl?  Why  do  you  not  want  to  be 
impulsive? 

5.  Quotation. 

Receive  your  thoughts  as  guests,  your  desires  as  children. 

—  Chinese  Proverb. 

What  is  the  meaning  of  the  above?    Write  meaning  in 
ethics  book. 

6.  "  Keep  Cool."  What  has  that  to  do  with  self-con- 
trol? Will  that  help  in  examinations?  Let  us  be  hope- 
ful during  these  examinations,  and  that  will  give  us  greater 
control. 

7.  You  can  control  your  honor,  can  you  not?  Eyes, 
you  shall  not  look  on  any  one  else's  paper.  Ears,  you 
shall  not  hear  a  correct  answer.  Tongue,  you  shall  not 
ask  for  help.  Yes,  I  will  control  myself  during  examina- 
tions. I  am  controlling  myself  now.  How  good  I 
feel. 

8.  Surely  I  can  control  my  thoughts.  Now?  How? 
Is  it  not  pleasant  to  fix  my  thoughts  on  what  I  please? 
Will  that  help  in  this  week's  work? 

9.  Control  of  Tongue,  Say  only  kind  things.  Of 
course  I  shall  tell  the  truth.  I  shall  talk  of  only  such  things 
as  I  should  like  my  mother  to  hear.  Why?  Please  give 
a  good  answer  in  ethics  book. 


90         SYSTEMATIC  MORAL  EDUCATION 

10.  Quotation: 

At  each  moment  of  a  man's  life  he  is  either  a  king  or  a  slave. 
As  day  by  day  he  crushes  out  human  weakness,  he  is  a  king, 
ruling  with  wisdom  over  himself.  —  Jordan. 

11.  "He  is  to  be  praised  above  all,  who  is  his  own 
master."     What  does  this  mean?    Write  answer. 

12.  Do  I  do  what  is  right  or  what  I  think  will  please 
others  and  make  them  think  me  smart?  If  the  latter, 
who  controls  me?  Why  should  I  not  be  content  to  let 
others  control  me? 

13.  "No  man  can  serve  two  masters."  If  I  serve  sin, 
who  controls  me?  If  I  serve  God,  under  what  control  am 
I?    Why  should  I  be  controlled  by  the  good? 

14.  Does  the  class  governor  control  me?  Do  I  need 
a  teacher  to  control  me?  Am  I  controlled  by  the  opinion 
of  the  class?    Who  should  control  me? 

15.  Which  is  better  in  a  class,  to  be  controlled  by  the 
teacher  or  to  have  the  pupils  control  themselves?  What 
kind  of  discipline  have  we  in  our  class?  Of  course,  we 
need  a  leader,  and  as  such  we  obey  our  teacher. 

16.  Quotation.  "The  sooner  you  get  a  child  to  be  a 
law  unto  himself,  the  sooner  you  make  a  man  or  a  woman 
of  the  child."  Write  out  the  meaning  of  the  above,  after 
your  teacher  has  conferred  with  you  on  the  subject. 

17.  Control  of  Temper.  What  happens  when  a 
horse  runs  away?  What  happens  if  your  temper  runs 
away  with  you?  What  was  Franklin's  rule  to  prevent 
angry  speech? 

18.  In  Business,  Self-control  is  Necessary.  What 
would  happen  if  a  saleswoman  in  a  store  should  get  angry? 
Why  must  a  teacher  control  his  temper,  and  be  courteous, 
when  angry  and  unreasonable  people  see  him? 

19.  Why  does  self-control  pay?    Self-control  brings  self- 


MORALS  :    TOPIC  AND   OUTLINE  91 

respect.  How  can  we  control  ourselves?  Look  up;  say- 
to  yourself,  "I  can  control  myself.  I  am  controlling  my- 
self now." 

20.  When  promotion  day  comes,  can  I  control  myself? 
How  should  I  act  if  promoted?  What  about  the  feelings 
of  those  left  back?  If  I  am  left  back,  can  I  control  myself? 
Why  am  I  left  back?    Who  did  it? 

21.  "Strength  of  character  may  be  said  to  consist  of 
two  things:  power  of  will  and  power  of  self -control." 
Think  on  these  things. 

4.   SERVICE 
PRIMARY 

1.  Has  your  mother  a  servant?  What  does  a  servant 
do?    Why  do  they  serve? 

2.  Do  all  servants  get  paid?  Does  your  mother  serve 
you?    Does  she  receive  pay? 

3.  Serving  another  is  good.  Shall  we  treat  serving 
people  kindly?    Wliy? 

4.  Did  you  ever  see  a  Sister  of  Charity  or  a  Salvation 
Army  woman?    Why  do  they  go  about  doing  good? 

5.  You  have  servants  to  feed  you,  to  carry  things. 
What  are  they?  Name  some  other  body  servants.  Do 
they  obey  you? 

6.  What  kind  of  servant  is  your  mind?  Does  it  serve 
you  well?    Why  feed  it  good  thoughts? 

7.  Who  tells  a  servant  or  clerk  to  do  things?  Is  your 
real  self  a  good  master? 

8.  How  can  your  real  self  make  its  servants  —  hands, 
feet,  tongue,  mind  —  serve  others? 

9.  Would  you  like  to  be  real  happy?  Shall  I  tell  you 
how?    Try  to  make  others  happy  by  serving  them. 


92         SYSTEMATIC  MORAL  EDUCATION 

10.  How  can  you  serve  your  mother?  Why  would  she 
rather  have  her  boy  or  girl  try  to  please  her  than  anything 
else? 

11.  How  can  you  serve  brothers  and  sisters?  Suppose 
they  do  not  thank  you,  what  then? 

12.  What  can  you  do  to  serve  one  another  in  school? 
Shall  we  try  to  serve  all  we  can  to-day? 

13.  Serve  cheerfully.  When  your  mother  asks  you  to 
do  something,  what  is  the  best  way  of  doing  it?  Name  other 
instances. 

14.  Sometimes  we  must  do  disagreeable  things  in  serv- 
ing. Wliy  should  we  do  them  willingly?  How  many  un- 
pleasant things  must  mother  do? 

15.  When  your  mother  asks  you  to  go  to  the  store  or  do 
things,  why  ought  she  not  to  pay  you?  Are  you  spoiled  by 
being  paid? 

16.  When  an  American  boy  does  something  for  his 
teacher,  why  is  he  too  proud  to  take  a  cent?  Would  you 
offer  your  teacher  a  cent  for  her  kindness?    Why  not? 

17.  Can  you  think  of  any  poor  child  you  can  serve? 
Giving  is  not  always  serving.     How  can  you  serve  such? 

18.  A  new  scholar  comes  to  school.  How  can  you  serve 
him  or  her? 

ADVANCED 

1.  For  what  will  your  father  vote  on  election  day? 
What  is  the  difference  between  the  Czar  of  Russia  and  the 
President?  Whose  servant  is  the  President?  Can  he  do 
as  he  pleases? 

2.  Name  some  great  men  who  have  served  their  coun- 
try. How  did  Robert  Morris  serve  the  United  States? 
Find  answer  in  History.     See  Index. 

3.  What  can  you  say  about  Booker  T.  Washington? 


MORALS  :    TOPIC  AND   OUTLINE  03 

Whom  does  he  serve?  He  dined  with  President  Roosevelt. 
Whom  does  Jacob  Riis  serve?  He  dined  with  President 
Roosevelt. 

4.  Quotations: 

Then  none  was  for  a  party;  then  all  were  for  the  State; 
Then  great  men  helped  the  poor;  and  poor  men  loved  the  great. 

—  Macaulay. 
He  serves  me  most  who  serves  his  country  best.  —  Pope. 

5.  How  do  Sisters  of  Charity  and  the  Salvation  Army 
serve  the  people?  What  pay  do  they  get?  Why  should 
we  respect  them?  Tell  the  story  of  Eva  Booth  and  the 
discharged  prisoners.     (Evangeline.) 

6.  How  many  charitable  institutions  can  you  name? 
What  are  they  for?  Who  first  started  them?  Why?  How 
are  they  supported?  (They  say  small  contributions  are 
most  important.) 

7.  Dignity  of  Service  and  Labor.  Any  one  who 
does  useful  work  is  to  be  respected.  How  did  Longfellow 
regard  the  village  blacksmith?  Are  you  ashamed  to  speak 
to  a  poor  man,  or  boy,  or  girl  who  has  to  work  hard?  No ! 
No!!    No!!! 

8.  Which  is  the  happier,  one  who  serves  for  pay  alone, 
or  one  who  loves  his  work  because  he  is  helping  some  one? 
Useful  service  is  joyous. 

9.  Read,  repeat,  and  find  out  the  beauties  of  "The 
Village  Blacksmith": 

"  The  smith,  a  mighty  man  is  he, 
With  large  and  sinewy  hands, 
And  the  muscles  of  his  brawny  arms 
Are  strong  as  iron  bands." 

How  many  know  some  of  it?    Draw  a  picture  of  it. 

10.  How  can  we  serve  at  home?    How  many  of  you  do 
errands  for  your  mother  without  pay?    How  many  of 


94         SYSTEMATIC  MORAL  EDUCATION 

you  pay  her?    How  much  a  day?    How  can  you  pay  her? 

Serve  her  as  a  knight. 

11.  Service  in  School.  How  does  a  governor  serve 
the  class  when  the  teacher  is  absent  or  late?  Who  gets 
the  good  of  his  service?    Do  you  help  him  to  serve  well? 

12.  Service  for  those  in  Need.  Find  out  some  poor 
person,  or  unhappj'-  boy  or  girl,  who  needs  help  or  kindly 
service,  and  tell  your  teacher  on  paper  who  it  is.  What  can 
you  do  to  relieve  his  or  her  suffering? 

13.  Thanksgiving  Service.  How  can  we  show  that  we 
are  thankful  to  God  for  the  year's  blessings  on  a  special 
day?    To  whom  would  you  like  to  send  your  gifts? 

14.  Quotation  : 

"  I  live  for  those  who  love  me, 
And  the  good  that  I  can  do; 
For  the  Heaven  that  smiles  above  me, 
And  awaits  my  spirit,  too." 

15.  Secret  Service.  "Let  not  thy  left  hand  know 
what  thy  right  hand  doeth." 

George  Macdonald  says,  "When  we  do  a  kind  deed  and 
then  tell  about  it,  it  is  like  hanging  a  fresh  piece  of  meat  in 
the  hot  sun  all  day."     What  happens? 

16.  To  serve  another  gladly,  unselfishly,  without  thought 
of  reward,  is  to  live  the  best  life. 

To  serve,  while  those  we  serve  are  ignorant  of  who  helps 
them,  is  nobler.  To  keep  on  serving,  even  though  we 
receive  injury  and  insult  from  those  we  serve,  is  heroic. 

17.  Those  who  wish  to,  may  bring  a  package  and  drop 
it  in  the  service  box.  Put  a  kind  message  or  card  in 
your  package.     No  name. 

18.  WTiat  good  did  our  service  talks  do?  Are  they  going 
to  fill  us  with  a  love  of  service  and  make  us, 

"Faithful  soldiers  and  servants  until  our  lives'  end"? 


MORALS:    TOPIC  AND  OUTLINE  95 

5.   HELPFULNESS 

1.  At  Home.  A  lie-a-bed  in  the  morning  goes  to 
school  with  a  dull,  sleepy  face.  Are  you  quick  to  rise 
when  called?  Are  you  neat  and  orderly  about  your  person 
and  about  your  room?     "Order  is  Heaven's  first  law." 

2.  See  what  little  services  you  can  give  to  mother 
before  going  to  school.  She  is  your  best  friend  and  always 
will  be,  no  matter  how  many  you  may  win  in  Ufe,  Name 
some  things  a  boy  or  girl  can  do  at  home  just  as  well  as  an 
older  person. 

3.  Do  you  treat  your  parents  with  respect?  Do  you 
follow  their  advice?  Do  you  help  in  such  a  way  that 
they  feel  they  can  trust  you  to  do  right  when  you  are  out  of 
their  sight?  A  gentleman  asked  a  father  if  he  was  not 
afraid  to  trust  a  boy  of  thirteen  to  pay  a  large  sum  of  money. 
"Oh,  no,"  he  said,  smiling,  "  I  know  it  is  quite  safe  with  him. 
You  see  he  is  such  a  helpful  boy." 

d:.  Quotation  : 

"  The  boys  that  are  wanted  are  loving  boys, 
Fond  of  home  and  father  and  mother; 
Counting  the  old-fashioned  household  joys 
Dearer  and  sweeter  than  any  other. 

^"The  girls  that  are  wanted  are  home  girls  — 
Girls  that  are  mother's  right-hand, 
That  fathers  and  mothers  can  trust  to, 
And  the  little  ones  understand." 

5.  Helpfulness  in  the  School.  Are  you  helping  your 
school  by  being  punctual  and  regular  in  your  attendance? 
Do  you  help  by  being  orderly  and  attentive?  Are  your 
lessons  carefully  and  neatly  prepared?  How  can  you  help 
in  the  yard  and  on  the  stairs?  Have  you  thought  of  how 
much  you  can  help  your  teacher?  Name  some  ways  of 
helping  the  teacher  and  the  school  in  general. 


96         SYSTEMATIC  MORAL  EDUCATION 

6.  Do  you  need  to  be  a  class  or  school  officer  in  order 
to  help?  See  if  you  can  think  what  is  meant  by  the  poet's 
words,  ''They  also  serve  who  only  stand  and  wait." 
Does  it  mean  that  every  one  can  help?    How? 

7.  "If  there  is  a  dull  boy  in  school,  help  him  to  learn 
his  lessons.  If  there  be  a  bright  one,  be  not  envious  of 
him."  —  Horace  Mann. 

8.  Is  there  any  other  way  that  you  can  help  the  dull 
one?    Does  it  help  to  make  fun  of  his  mistakes? 

9.  How  can  you  help  in  the  assembly?  Is  your  march- 
ing the  very  best  that  you  can  do?  Do  you  join  in  the 
singing  with  spirit?  Have  you  offered  to  give  a  good 
quotation?     In  what  way  is  the  assembly  helpful  to  you? 

"  Do  something  for  each  other, 
Though  small  the  help  may  be; 
There's  comfort  oft  in  little  things. 
Far  more  than  others  see." 

10.  Helpfulness  IN  THE  Neighborhood.  How  can  you 
help  to  make  the  section  in  which  you  live  a  pleasant  one? 
Have  you  planted  a  flower?  In  what  way  will  feeding  and 
protecting  the  birds  help?  How  can  you  help  in  the  care 
of  trees  and  grass  plots? 

11.  Why  do  some  landlords  object  to  children  in  apart- 
ment houses?  Can  you  think  of  any  way  to  overcome 
that  objection?  Do  you  think  of  any  way  that  you  can 
help  to  make  the  street  on  which  you  live  a  quiet  and 
orderly  one?  What  games  ought  not  to  be  played  on  the 
street?  What  games  can  you  play  that  will  not  interfere 
with  the  rights  of  others? 

12.  Have  you  ever  been  tempted  to  throw  paper  or 
garbage  into  the  street?  Do  you  keep  to  the  right  and 
avoid  jostling  persons  that  you  meet?    Did  you  walk 


MORALS:    TOPIC   AND  OUTLINE  97 

to  school  this  morning  with  four  or  five  of  your  mates 
all  walking  abreast?    No.    Why? 

13.  Do  you  ever  meet  aged  or  very  infirm  people  on  the 
street?  How  can  you  help  them?  Are  there  sick  people 
on  your  street?  Can  you  help  them  in  any  way  by  your 
conduct  when  passing  the  house?  Have  you  the  respect 
of  all  the  people  in  your  neighborhood?     Why? 

14.  Quotation  : 

Be  ye  to  others  kind  and  true,  as  you'd  have  others  be  to  you ; 
And  neither  do  nor  say  to  them,  whatever  you  would  not  take 
again.  ',j  —  Dr.  Isaac  Watts. 

15.  Are  you  a  member  of  the  Knights  or  the  Sunshine 
Circle?  What  was  the  Knights'  vow?  What  is  your 
motto?  Will  you  help  to  make  Thanksgiving  Day  a  day 
of  real  thanksgiving  for  some  one  who  is  needy? 

16.  Have  you  acted  on  any  of  the  suggestions  your 
teacher  has  given  you  this  month  about  being  helpful? 
Don't  you  feel  brighter  and  happier  for  it?  How  do  you 
feel  about  that  box  of  good  things  that  will  make  some  one 
happy?  Think  of  five  things  you  can  do  to  be  helpful 
when  your  parents  and  friends  come  here. 

17.  Quotation: 

"Lend  a  hand,  like  the  sun  that  turns  night  into  morning; 
The  light  that  guides  storm-driven  sailors  to  land. 
Ah,  life  were  worth  living,  with  this  for  the  watchword : 
Look  up,  out,  and  forward,  and  each  lend  a  hand." 

18.  Write  the  principal  a  good,  helpful  letter  about 
something  in  connection  with  this  month's  topic. 


98         SYSTEMATIC  MORAL  EDUCATION 

6.   KINDNESS 
PRIMARY 

1.  Let  us  try  to  do  one  kind  action  each  day  this 
month. 

2.  Do  you  love  your  father  and  mother?  Then  you 
must  be  kind  to  them  always,  for  love  is  kindness. 

3.  Kindness  is  the  practice  of  the  Golden  Rule.  "There- 
fore all  things  whatsoever  ye  would  that  men  should  do 
unto  you,  do  ye  even  so  unto  them." 

4.  Quotation: 

"  Have  you  had  a  kindness  shown,  pass  it  on." 

5.  If  we  try  to  be  kind  every  day,  it  will  become  a 
habit.     We  learn  by  doing. 

6.  Be  kind  to  old  people,  it  makes  them  and  ourselves 
happy. 

7.  A  pleasant  word  or  a  flower  sent  to  a  sick  person 
is  a  kind  act. 

8.  Kindness  in  the  family  makes  a  happy  home.  Are 
we  kind  and  courteous  to  our  brothers  and  sisters? 

9.  Quotation: 

"  Kind  words  can  never  die, 
Cherished  and  blest, 
God  knows  how  deep  they  lie 
Stored  in  the  breast." 

10.  Are  we  always  kind  to  dumb  animals?  We  must 
remember  that  they  can  feel  as  well  as  we. 

11.  Abraham  Lincoln  was  once  riding  through  a  piece 
of  woods,  when  he  saw  some  young  birds  that  had  fallen 
from  their  nest.  He  caught  the  birds  and  put  them  care- 
fully into  the  nest  again.    When  his  friends  laughed  at 


MORALS:    TOPIC  AND  OUTLINE  99 

him  for  it,  he  said,  "  I  could  not  have  slept  to-night  if  I 
had  not  restored  those  young  birds  to  their  mother." 

12.  Like  kindness  to  people,  kindness  to  animals  makes 
us  more  tender  toward  every  creature. 

13.  Let  us  treat  kindly  the  people  we  meet  on  cars  when 
going  from  place  to  place. 

14.  Quotation: 

"  He  prayeth  best  who  loveth  best, 
All  things  both  great  and  small; 
For  the  dear  God  who  loveth  us, 
He  made  and  loveth  all." 

15.  The  schoolroom  is  our  home  for  a  great  part  of 
the  day.     How  should  we  act  there? 

16.  How  do  we  treat  our  teachers?  Are  we  kind  in  our 
manner  to  them? 

17.  Do  we  treat  our  companions  in  the  class  as  we 
would  want  them  to  treat  us? 

18.  Tell  your  teacher  whether  you  have  been  trying  to 
do  a  kind  act  each  day  as  we  said  we  would  do  on  the  first 
day  of  the  month. 

ADVANCED 

1.  What  is  the  real  meaning  of  each  of  the  words  gen- 
tleman and  gentlewoman? 

2.  How  is  it  possible  for  a  strong  X)t  great  man  to  be 
kind?    Can  you  give  instances? 

3.  Why  is  it  that  some  big  boys  are  afraid  of  being 
laughed  at  for  being  kind?    Would  you  say  they  were  brave? 

4.  How  may  a  big  boy  show  kindness  to  a  big  sister? 
To  a  little  sister?    To  a  younger  brother? 

5.  How  may  a  big  sister  show  kindness  to  a  big  brother? 
To  a  little  brother?    To  a  little  sister? 

6.  Why  do  old  people  appreciate  kindness?    When  you 
grow  old,  how  would  you  like  to  be  treated? 


100        SYSTEMATIC  MORAL  EDUCATION 

7.  Kindness  to  the  Poor.  Besides  giving  to  them, 
how  can  we  show  kindness?  Tell  the  story  of  Lowell's 
"  Sir  Launfal." 

8.  Discuss  the  object  of  the  Society  for  the  Prevention 
of  Cruelty  to  Animals;  the  Audubon  Society,  etc. 

9.  If  there  comes  a  shy,  strange  boy  or  girl  to  the 
class,  how  can  we  make  him  or  her  feel  at  home? 

10.  What  is  the  Sunshine  Society  for?  Are  you  a 
member?  How  can  you  become  one?  What  ought  to  be 
your  motive  in  joining? 

11.  What  is  the  use  of  having  Knights  of  the  Round 
Table?  What  four  virtues  do  they  vow  to  practice?  Are 
you  a  Knight?  How  will  it  help  you  to  be  a  gentleman? 
A  teacher  said  once  that  Knights  even  showed  kindness  in 
playing  basket  ball.     How? 

12.  What  do  you  suppose  would  be  the  work  of  a  "Big 
Brother  Band."  Wliat  good  could  they  do?  Wliat  good 
would  come  to  them? 

13.  Name  some  other  societies  of  young  people  whose 
object  is  to  do  kind  deeds.  Can  you  mention  societies 
of  the  same  kind  for  older  people? 

14.  Why  should  we  feel  sorry  for  a  selfish,  unkind  per- 
son?   Why  is  it  that  kind  people  are  liked? 

15.  Read  and  discuss  the  poem  "Abou  Ben  Adhem." 

16.  Do  you  think  the  world  is  growing  more  kind  and 
careful  of  others?     Prove  it. 

17.  Name  three  kind  persons  that  you  know.  How  do 
you  know  they  are  kind? 

18.  Let  every  one  bring  in  a  short  quotation  on  kind- 
ness, and  recite. 

19.  Write  an  original  story  on  kindness.  Let  the 
teacher  tell  his  first. 


MORALS:    TOPIC  AND  OUTLINE         101 

7.   GOOD   WILL 
PRIMARY 

1.  All  through  this  month  we  will  try  to  have  good 
will  in  our  hearts. 

2.  How  can  we  show  good  will?  By  treating  every  one 
with  kindness. 

3.  Don't  be  cross  when  mother  wants  you  to  leave 
your  play  to  do  an  errand  for  her.  Mind  quickly  when 
teacher  gives  an  order.  » 

4.  Quotation.  Teacher  select  one  appropriate  for 
Christmas. 

5.  This  Christmas  time  give  a  present  to  some  one 
from  whom  you  do  not  expect  one.  This  will  show  your 
good  will. 

6.  What  will  you  give  mother  for  her  Christmas 
present?    Don't  you  think  a  book  would  please  her? 

7.  Are  you  saving  your  pennies  to  buy  her  a  present? 

8.  If  you  have  any  Christmas  cards  from  last  year, 
why  not  send  them  to  some  one  who  has  less  than  you? 

9.  Quotation:  "It  is  more  blessed  to  give  than  to 
receive."  ] 

10.  Why  do  you  love  to  give  gifts  at  this  time  of  the 
year? 

11.  What  makes  everyone  so  happy  at  Christmas  time? 

12.  If  you  have  the  "good  will"  habit,  it  will  make 
you  kind  to  every  one. 

13.  Teacher    read   a    little    Christmas    story   to    the 
children. 

14.  If  we  all  had  the  "good  will"  habit,  how  pleasant 
we  could  make  our  class. 

15.  This  is  the  last  week  of  the  year.     Let  us  be  sure 
to  make  it  the  best  week  of  all.     How  can  we  do  this? 


102       SYSTEMATIC  MORAL  EDUCATION 

16.  Talk  about  Santa  Claus,  Kriss  Kringle,  Christmas 
Trees,  hanging  up  your  stockings,  etc. 

17.  Merry  Christmas  to  all,  and  to  all  A  Happy  New 

INTERMEDIATE 

1.  This  month  the  topic  is  good  will.  What  do  you 
understand  by  "good  will"?  Try  to  put  your  idea  of 
good  will  into  words  so  as  to  form  a  definition.  Make  an 
individual  gift  to  some  unknown  person. 

2.  You  probably  help  your  parents  and  the  little  ones 
at  home  in  a  great  many  ways.  How  do  you  feel  about 
doing  those  things?  Do  you  have  to  be  urged  to  do  them, 
or  do  you  do  them  gladly  and  willingly? 

3.  Did  you  have  to  be  called  this  morning?  Did  you 
do  the  usual  errands  without  being  told,  and  the  new  one 
promptly?  Think  out  just  what  good  will  in  the  house 
means. 

4.  Quotation: 

"  Cheerfully  take  up  the  task  of  the  day, 
Joyfully  carry  it  on, 
Happiness  comes  to  the  willing  ones, 
When  their  work  is  faithfully  done." 

5.  Did  you  ever  stop  to  think  what  the  school  is  try- 
ing to  do  for  you?  Are  you  meeting  its  efforts  with  good 
will  and  earnest  efforts  on  your  part?  If  so,  you  were  in 
your  room  at  fifteen  or  twenty  minutes  before  nine.  Were 
you? 

6.  Good  will  seems  to  mean,  in  part,  the  way  we  do 
things.  Look  at  your  to-day's  home  work.  Are  you  glad 
to  show  it  to  your  teacher?  Can  your  teacher  say:  "That 
work  shows  a  good  spirit.  It  is  neatly  and  correctly  done. 
That  pupil  is  a  willing  worker." 

7.  Let  us  see  what  we  can  do   to-day  to  show  our 


MORALS:    TOPIC   AND  OUTLINE  103 

good  will  toward  our  school.  Lessons  can  be  well  learned, 
a  torn  book  can  be  mended,  a  service  can  be  performed 
for  the  teacher.  What  else?  Promise  yom-self  now  that 
you  will  do  some  good  act  to-day.     Then  do  it. 

8.  Our  good  will,  to  be  worth  much,  must  be  followed 
by  our  good  action.  Did  you  resolve  yesterday  to  do  some 
one  thing  better  than  you  had  done  it  before?  Did  you 
do  it?    Write  down  what  it  was. 

9.  Quotation  : 

"  With  firm  hearts  and  strong 
We'll  still  keep  pressing  onward, 
And  ever  still, 
With  right  good  will, 
Mount  higher  each  day." 

"  We  would  be  nobler,  kind,  and  true, 
With  earnest  hearts  our  task  pursue, 
And  ever  we  will  strive  to  do 
The  good  that  we  may  do." 

10.  Did  you  ever  see  a  finer  sight  than  those  boys  and 
girls  marching  up  with  their  Thanksgiving  gifts?  There 
was  an  example  of  good  will  expressed  in  actions.  Resolve 
again  to  do  some  good  deed,  then  do  it. 

11.  This  is  the  season  when  our  good  will  toward  others 
is  expressed  in  gifts.  Shall  we  give  only  to  those  from 
whom  we  expect  gifts  in  return?  You  did  not  expect 
any  returns  for  your  Thanksgiving  offering.  What  has 
been  your  reward? 

12.  Do  you  know  of  any  boy  or  girl,  or  any  one  else, 
who  is  not  likely  to  give  or  to  receive  many  gifts  at  this 
season?  Would  you  like  to  send  them,  quietly,  a  little 
remembrance  with  a  pleasant  message  of  good  will? 

13.  (Do  not  copy  until  after  Christmas.)  Last  year 
we  gave  a  picture  to  the  home.  Let  us  give  a  good  book 
this  year  to  father  and  mother.     Let  the  teachers  help 


104       SYSTEMATIC  MORAL  EDUCATION 

select  some  good  book,  not  too  classical,  nor  too  shallow. 
Let  your  father  far  enough  into  the  secret  so  that  he  can 
buy  a  bookcase  for  Christmas  if  you  have  none. 

14.  Quotation: 

"  What  is  noble  ?   'tis  the  finer 
Portion  of  our  mind  and  heart 
Linked  to  something  still  diviner 
Than  mere  language  can  impart; 
Ever  prompting,  ever  seeing 
Some  improvement  yet  to  plan, 
To  uplift  our  fellow-being, 
And  like  man  to  feel  for  man." 

15.  The  worth  of  your  gift  is  not  its  money  value. 
What  is  it?  If  you  want  to  give  something  to  the  folks 
at  home,  or  to  a  friend,  it  is  the  spirit  of  giving,  and  not 
the  cost  of  the  gift,  that  is  the  main  thing. 

16.  There  is  also  the  spirit  of  receiving  as  well  as  of 
giving.  How  can  that  spirit  conform  to  your  idea  of  the 
meaning  of  good  will?  If  you  are  hoping  for  a  certain 
gift  from  the  home  folks,  and  receive  something  entirely 
different,  how  should  you  feel?     How  should  you  act? 

17.  Let  each  class  select  a  topic  relating  to  the  month's 
work  and  write  a  composition,  story,  or  letter  about  it. 

18.  Let  us  say  Merry  Christmas  and  Happy  New  Year 
with  a  right  good  will. 

ADVANCED 

1.  Resolved,  that  during  December  we  have  none  but 
good  will  in  our  hearts  and  thoughts  of  good  in  our  mind. 
Every  time  we  entertain  or  show  ill  will  we  shall  put  one 
cent  in  a  charity  box.  Let  us  entertain  only  good  will. 
How  do  we  entertain  company? 

2.  How  can  we  show  good  will?    Say  only  kind  things, 


MORALS:    TOPIC  AND  OUTLINE  105 

do  generous  things.  Suppose  we  get  up  cross  and  ill- 
natured,  how  can  we  conquer  it?  Buy  early  and  save 
the  clerks.  Carry  home  our  own  parcels  and  save  the 
driver. 

\  3.  When  things  go  WTong  and  people  abuse  us  or  do 
wrong  to  us,  how  shall  we  preserve  our  good  will?  Is  it 
easy?  Who  likes  easy  things?  Perhaps  if  we  think  of 
our  own  shortcomings,  we  shall  be  more  patient. 

4.  Supply  quotation.     Discuss. 

5.  "Giving  is  living."  Read  from  Bible  story  of 
widow  and  two  mites.  What  is  the  difference  between 
giving  and  exchanging  Christmas  gifts?  To  whom  can 
you  give  a  present  whom  you  know  will  not  give  you  one? 
Will  you  give  like  that? 

6.  Secrets.  (Do  not  copy  this  in  your  book  until 
after  Christmas.)  Last  year  we  gave  a  picture  to  the 
home.  Let  us  give  a  good  book  this  year  to  our  father 
and  mother,  and  so  add  to,  or  begin,  a  little  library.  Some- 
how get  papa  to  buy  a  bookcase  for  mamma  for  Christmas, 
letting  him  partly  into  the  secret.  (Let  teachers  furnish 
a  carefully  selected  list,  and  help  pupils  select  some  book 
not  too  classical  or  too  shallow.) 

7.  The  Sunshine  Society  was  started  by  a  woman 
who  "Passed  along"  to  some  stranger  or  person  shut  in, 
her  Christmas  cards,  books,  etc.  What  can  we  do  in  that 
line  this  year?  Let  us  pass  along  all  the  kind  things  we 
hear,  and  strangle  the  bad  gossip.  Let  us,  also,  like 
Mrs.  Alden,  pass  along  all  the  presents  that  we  have 
outgrown. 

'•  8.  Give  quickly,  give  freely.  Deny  yourself,  or  it  is 
not  giving.  To  give  away  old  clothes  is  not  great  charity, 
only  as  it  makes  us  think  of  others.  Tell  the  story  of 
giving  money  at  Beecher's  Church  to   free  the  slaves, 


106       SYSTEMATIC  MORAL  EDUCATION 

where  ladies  took  off  their  jewels  and  men  their  watches 
and  put  them  into  the  collection  basket. 

9.   Quotation.     ''It  is  more  blessed  to  give  than  to 
receive."    Think  of  others. 

10.  Read  I  Corinthians  xiii.  Charity  means  more  than 
giving.    Why  do  we  say  "Sisters  of  Charity"? 

What  have  they  to  give?  What  does  it  mean  to  be 
charitable  towards  other  people's  faults? 

11.  How  is  it  possible  to  give  and  not  have  charity? 
Would  you  do  that?  Who  besides  your  parents  is  the 
most  charitable  person  you  know?  Who  has  the  kindest, 
most  forgiving  way?     Why  do  you  like  that  person? 

12.  Wliy  did  our  school  give  so  much  at  Thanksgiving? 
Why  did  you  give?  Be  honest  with  yourself.  Why  will 
you  give  presents  at  Christmas  or  New  Year?  Have  you 
bought  your  parents'  present  yet? 

13.  What  makes  everybody  so  happy  at  Christmas? 
Read  Dickens's  ''Christmas  Carol"  to-day  and  Friday 
afternoon. 

i  14.  Quotation.  Christmas  song  or  other  Christmas 
poem.  Avoid  hurting  any  one's  feelings.  That  would 
show  a  lack  of  good  will. 

15.  Finish  Dickens's  story  of  Tiny  Tim.  Peace  on 
earth.  What  do  you  know  about  the  Peace  Conference 
at  the  Hague?  Suppose  all  the  nations  should  agree 
positively  to  give  up  fighting,  what  would  become  of  the 
soldiers,  guns,  forts,  warships,  etc.?  Would  the  world  be 
better  off? 

16.  If  everybody  were  unselfish,  that  is,  looked  out  for 
others  first,  what  would  be  the  result?  Could  business 
be  conducted  with  perfect  good  will  and  no  sharp 
bargaining? 

17.  Answer    the    principal's    letter.      How    shall    we 


MORALS:    TOPIC  AND  OUTLINE  107 

answer  it,  so  as  to  have  it  show  a  lot  of  good  will  and 
yet  be  without  flattery? 

18,  Santa  Clans,  Kriss  Kringle,  Christmas,  Christmas 
trees,  hanging  up  stockings. 

Merry  Christmas  to  all  and  A  Happy  New  Year. 

19.  Quotation.  The  good  will  habit. 

A  habit  of  holding  a  kindly  attitude  of  mind  toward 
everybody  has  a  powerful  influence  upon  the  character. 
It  lifts  the  mind  above  petty  jealousies  and  meanness.  It 
enriches  and  enlarges  the  whole  mind.  When  we  meet 
people,  no  matter  if  they  are  strangers,  we  feel  a  certain 
kinship  with  and  friendliness  for  them,  if  we  have  formed 
the  "  good  will "  habit. 

The  kindly  habit,  the  "good  will  "  habit,  makes  us  feel 
more  sympathy  for  everybody.  And  if  we  radiate  this 
helpful,  friendly  feeling,  others  will  reflect  it  back  to  us. 

On  the  other  hand,  if  we  go  through  life  with  a  selfish 
mental  attitude,  caring  only  for  our  own,  always  looking 
for  the  main  chance,  thinking  only  of  what  will  further 
our  own  interest,  our  own  comfort,  totally  indifferent  to 
others,  this  attitude  will,  after  a  while,  harden  the  feelings 
and  the  affections. 

8.   CONFIDENCE 

1.   Topic:   CoNriDENCE  —  its  Meaning. 

Questions:  Sjmonyms  are  faith,  trust.  Whom  do  you 
trust  most  fully?  Then  in  whom  should  you  confide  every- 
thing? Why  should  mother  be  the  girl's  confidential 
companion?     And  father,  the  boy's? 

2.   Topic:  Confidence  in  our  Parents. 

Questions:  A  dutiful  child  will  trust  his  parents.  Are 
you  frank  and  open-hearted  with  your  parents?  Can  you 
trust  them  fully?    Why  should  you?, 


108        SYSTEMATIC   MORAL  EDUCATION 

3.  Topic:  Confidence  in  the  Home. 

Questions:  What  kind  of  spirit  would  you  like  in  your 
home?  Your  parents  trust  you.  Are  you  worthy  of  their 
confidence?     How  can  you  show  it? 

4.  Topic:  Confidence  in  the  Home. 

Questions:  Why  do  you  trust  father  and  mother? 
Brother  and  sister?  Why  do  you  obey  at  home  without 
stopping  to  ask  the  reason? 

5.  Topic:   The  Model  Home  is  Permeated  with  a 
Spirit  of  Love  and  Confidence. 

Questions:  Let  pupils  discuss  the  above. 

6.  Topic:   Confidence  in  our  Teachers. 
Questions:    Just  as  in  the  model  home  we  must  have 

love  and  confidence,  so  in  our  school.  Who  besides  your 
parents  are  interested  in  you?  Can  you  trust  your 
teachers?    Do  you  try? 

7.  Topic:  Confidence  in  our  Teachers. 
Questions:   If  you  trust  your  teacher  perfectly,  you  can- 
not deceive  her.     There  are  people  to  whom  you  cannot 
lie.     They  are  those  whom  you  really  love.     Are  you  ever 
tempted  to  lie  to  escape  punishment? 

8.  Topic:  Confidence  in  our  Pupils. 

Questions:  Why  should  teacher  and  pupils  have  confi- 
dence in  each  other?  Which  is  happier,  a  class  that  can 
be  trusted  or  one  that  must  be  watched? 

9.  Topic:  Confidence  in  our  Pupils. 

Questions:  How  can  you  make  your  teacher  feel  you  are 
worthy  of  her  confidence?  Are  you  kind  and  thoughtful 
at  all  times  in  your  words  and  actions  toward  your  teacher 
and  the  other  pupils? 

10.  Topic:  Confidence  between  Teacher  and 
Pupils. 

Questions:  How  can  we  prove  that  we  trust  each  other? 


MORALS:    TOPIC  AND   OUTLINE  109 

Must  your  teacher  ever  be  suspicious  of  you?  When  do 
you  doubt  me? 

IL   Topic:  Confidence  in  Others. 

Questions:  Wouldn't  the  world  be  happier  if  we  trusted 
each  other  more?  Is  this  a  good  motto:  Trust  every  one 
until  he  proves  himself  not  worthy  of  your  trust?    Why? 

12.  Topic:  Confidence  in  Others. 

Questions:  Human  hearts  are  bound  together  the  world 
over  by  confidence.  Have  you  confidence  in  your  home? 
In  your  school?  In  your  country?  Do  you  believe  each 
is  trying  to  do  the  best  for  you? 

13.  Topic:  Confidence  in  Others. 

Questions:  How  do  you  feel  when  you  find  a  playmate 
whom  you  can  trust  perfectly?  Do  you  want  people  to 
trust  you?  Then  what  must  be  your  attitude  towards 
others? 

14.  Topic:  Confidence  in  Others. 

Questions:  Have  you  confidence  in  your  schoolmates? 
Can  they  trust  you?  How  can  you  gain  the  confidence  of 
others? 

15.  Topic:  Confidence  in  Others. 
Quotation:    Supply. 

16.  Topic:  Confidence  in  One's  Self. 

Questions:  Never  accept  help  in  any  problem  until  you 
have  fairly  tried  what  you  can  do  alone.  Why?  Faith 
in  one's  self  simply  says  —  I  will  do  my  best.  This  is  the 
essential  of  heroism. 

17.  Topic:  Faith  in  One's  Self. 

Questions:  This  gives  one  courage.  Is  there  any  satis- 
faction in  having  accomplished  a  thing  by  your  own 
effort?  Try  it.  Is  this  feeling  of  satisfaction  sufl&cient 
reward? 

18.  Topic:  Confidence  in  One's  Self. 


no        SYSTEMATIC   MORAL  EDUCATION 

'  Questions:  Don't  think  you  are  sick  and  weak.  Say  to 
yourself,  "I  am  well  and  strong,"  and  you  will  find  your- 
self so.  Would  you  like  to  be  strong  and  healthy  and 
well?  Why  do  you  not  like  to  look  at  a  pale  and  sickly 
person? 

19.   Topic:  Confidence  in  One's  Self. 

Quotation:  "The  first  step  to  failure  is  the  first  doubt 
of  yourself." 

"Friendship,  above  all  ties,  doth  bind  the  heart, 
And  faith  in  friendship  is  the  noblest  part." 

9.   GRATITUDE 

1.  What  does  it  mean  to  be  grateful?  In  ancient 
Rome  an  ungrateful  person  was  stoned  to  death.  Sup- 
pose that  were  the  law  now,  would  you  be  liable  to 
be  punished  in  that  way? 

2.  To  whom  should  we  first  be  grateful?  Why? 
Mention  three  ways  in  which  we  could  show  our  gratitude. 
When  we  fail  to  show  it,  how  do  our  parents  feel?  How 
do  we  feel? 

3.  Do  you  feel  grateful  to  your  teacher  for  anything? 
Tell  what  things  a  teacher  can  do  for  which  his  salary 
cannot  pay  him.  Why  does  he  appreciate  gratitude? 
Why  do  you  feel  better  when  you  show  it? 

4.  What  is  a  kind,  simple  way  of  showing  that  we  are 
grateful  for  kindness?  Why  should  we  say  it  to  every- 
body? Why  do  we  call  a  person  who  does  not  say  it,  ill- 
mannered? 

5.  Somebody  says  that  boys  and  girls  of  to-day  do 
not  half  appreciate  what  is  done  for  them.  Do  you  be- 
lieve it?     Why  do  you  not  want  to  be  of  that  kind? 

6.  Who   made   the   beautiful   earth?    Who  gives   us 


MORALS:    TOPIC  AND  OUTLINE  111 

life's  best  blessings?  What  day  in  the  year  is  set  apart  to 
return  thanks?  Why  does  the  President  call  upon  us  to 
return  thanks? 

7.  When  you  wake  up  in  the  morning,  do  you  feel 
thankful  for  safe  keeping?  What  might  have  occurred 
to  you?  How  can  you  show  your  gratitude?  Do  you  say 
a  word  of  thanks  every  night  and  every  morning?     Try  it. 

8.  Sometimes  others  are  very  kind  to  us,  and  after- 
ward we  imagine  that  they  do  something  unkind.  Why 
should  we  remember  the  good  and  forget  the  bad?  Is  it 
easy? 

9.  Even  a  dog  is  thankful  for  what  his  master  does 
for  him.  How  does  he  show  it?  Can  you  tell  a  brief 
story? 

10.  Name  some  great  men  besides  Washington  and 
Lincoln  who  did  great  things  for  their  country.  How 
does  the  country  show  gratitude?  What  gratitude  do  we 
show  on  Memorial  Day? 

11.  Why  do  we  not  show  gratitude  at  Christmas  if  we 
give  presents  to  pay  others  for  giving  us  presents?  How 
can  we  show  gratitude? 

12.  Wlien  we  are  sincerely  thankful,  what  feeling  is 
back  of  this?  Can  you  dislike  a  person  and  be  grateful? 
To  how  many  people  do  you  feel  grateful? 

10.   CHARITY 

1.  Topic:  Meaning  of  the  Word. 

Quotation:    "For  the  poor  always  ye  have  with  you." 

2.  Topic:  The  Spirit  of  Charity. 

Quotation:  "And  though  I  bestow  all  my  goods  to  feed 
the  poor,  ,  ,  .  and  have  not  charity,  it  profiteth  me 
nothing." 


112       SYSTEMATIC  MORAL  EDUCATION 

Questions:  Explain  above  quotation.  How  then  shall 
we  give  to  the  poor? 

3.  Topic:  Spirit  of  Charity. 

Questions:  What  effect  will  this  kind  of  giving  have 
upon  us?  Will  it  make  us  more  thoughtful  of  others? 
More  unselfish? 

4.  Topic:  Charity  the  Product  of  Love. 
Questions:    Why  should  all  true  charity  consist  of  a 

kind  and  loving  thought  accompanying  the  gift?    Then 
why  must  we  give  more  than  food  and  clothes? 

5.  Topic:  Spirit  of  Charity. 
Quotation:   "Bear  ye  one  another's  burdens." 
Questions:    Even  though  we  may  not  be  able  to  give 

much  material  aid,  why  is  it  our  duty  to  give  cheer,  com- 
fort, advice,  and  encouragement? 

6.  Topic:  Spirit  of  Charity. 

Questions:  To  whom  shall  we  give  charity?  Why 
should  we  all  aid  those  who  are  poor  and  needy?  The 
poor  are  our  brothers  and  sisters,  and  on  this  ground  we 
owe  them  our  charity. 

7.  Topic:  Spirit  of  Charity. 

Questions:  Shall  we  wait  for  the  poor  to  come  to  us? 
Why  not?  When  we  find  a  poor  family  who  need  our 
help,  what  is  our  first  impulse?  Why  do  you  first  think 
of  supplying  their  bodily  needs?  Why  do  you  feel  happier 
when  you  have  done  this? 

8.  Topic:  How  to  give  Charity. 

Questions:  After  supplying  present  needs,  why  should 
we  kindly  and  sympathetically  find  out  all  that  can  be 
known  about  the  family?  How  will  this  help  us  to  give 
them  real  charity? 

9.  Topic:  How  to  give  Charity. 

Questions:    Now  that  we  know  as  much  as  possible 


MORALS:    TOPIC  AND  OUTLINE         113 

about  our  poor  family,  what  must  we  do  for  them  that 
they  may  retain  their  self-respect?  Why  must  we  try  to 
obtain  work  for  them? 

10.  Topic:  Happiness  in  giving  Charity. 
Questions:     How    do    you    feel    when    you    have   been 

the  means  of  helping  one  of  these  poor  people  with 
work?  Do  you  not  think  less  of  self  and  more  of 
others? 

11.  Topic:  Modesty  in  Charity. 

Questions:  "Let  not  thy  left  hand  know  what  thy  right 
hand  doeth."  Explain  this  quotation.  Should  we  let 
others  know  what  we  give?     Why  not? 

12.  Topic:   Modesty  in  Charity. 

Questions:  Why  is  it  unkind  to  the  poor  to  let  others 
know  what  we  give?  Why  would  some  people  rather 
starve  than  ask  charity?  Then  why  are  these  the 
people  who  most  deserve  our  help?  Why  should  we 
always  try  to  put  ourselves  in  the  place  of  these  poor 
people? 

13.  Topic:  Modesty  in  Charity. 

Questions:  Do  you  not  feel  very  happy  when  you  have 
helped  some  one  poor  and  need}^,  and  kept  it  all  to  your- 
self? What  do  you  think  of  the  boy  or  girl  who  gives 
something  and  then  brags  about  it? 

14.  Topic:   Happiness  derived  from  giving  Charity. 
Questions:    Could  you  enjoy  yourself,  knowing  that  a 

poor  boy  was  starving  and  it  was  in  your  power  to  help 
him?  Why  not?  How  much  greater  would  your  enjoy- 
ment be  if  you  took  the  time  from  your  play  to  look  after 
this  boy's  welfare? 

15.  Topic:  Charity  a  Strengthener  of  Character. 
Questions:    How  do  our  sympathy  and  familiarity  with 

the  sufferings  of  others  make  us  stronger  and  better  able 


114        SYSTEMATIC   MORAL  EDUCATION 

to  control  ourselves  and  bear  pain  when  trouble  comes 
to  us? 

16.  Topic:   Charity  a  Strengthener  of  Character. 
Questions:  There  are  two  boys;  the  one  has  never  seen 

poverty  in  any  form,  the  other  has  interested  himself  in 
two  or  three  poor  families  and  tried  to  help  them.  The 
fathers  of  these  boys  have  been  thrown  out  of  employ- 
ment. They  cannot  have  so  many  things  as  before,  — 
no  new  clothes,  perhaps  less  food.  Which  boy  is 
better  able  to  get  along  under  these  new  conditions? 
Why? 

Quotation:  "Sympathy  doubles  our  joys  and  halves  our 
sorrows." 

17.  Topic:  Reward  of  Charity. 

Questions:  Do  you  expect  to  be  rewarded  for  doing 
deeds  of  charity?  Why  not?  Why  would  it  not  be 
charity  if  you  received  a  reward?  Does  not  your  real 
reward  come  in  the  happiness  you  bring  to  others? 

18.  Topic:  People  who  have  been  Charitable. 
Questions:   Name  some  people  who  have  done  a  great 

deal  of  good  through  their  charity.  Name  one  person 
who  gave  up  a  life  of  luxury  to  live  with  the  poor  that 
she  might  be  better  able  to  help  them. 

19.  Will  you  not  try  to  find  some  poor  family  who 
needs  your  aid?    What  will  you  try  to  do  for  them? 

20.  Quotation  : 

"  Think  not  the  good, 
The  gentle  deeds  of  mercy  thou  hast  done 
Shall  die  forgotten  all :  the  poor,  the  prisoner 
The  fatherless,  the  friendless,  and  the  widow, 
Who  daily  own  the  bounty  of  thy  hand, 
Shall  cry  to  heaven,  and  pull  a  blessing  on  thee." 


MORALS:    TOPIC  AND   OUTLINE  115 

11.   HOME;  PARENTS 

1.  "Be  it  ever  so  humble,  there's  no  place  like  home." 
Who  wrote  it?  Why?  The  only  home  he  knew  was  in 
a  house  still  standing  at  Easthampton,  Long  Island. 

2.  What  makes  a  home?  What  is  the  difference  be- 
tween living  at  home  and  in  a  boarding  house  or  hotel? 
Which  do  you  prefer? 

3.  Wlien  you  think  of  home,  whom  do  you  think  of 
first?  Why  does  your  mother  seem  to  be  the  center  of 
the  home?     "What  is  home  without  a  mother?" 

4.  What  is  the  difference  between  mother  and  a  ser- 
vant? How  much  pay  does  mother  get?  How  many 
hours  does  she  work?     Why  does  she  work  for  nothing? 

5.  What  do  you  do  to  help  make  the  home  happy? 
Did  you  know  you  were  a  sort  of  partner  in  the  family? 
In  business,  what  must  partners  do? 

6.  How  can  you  help  your  mother?  What  can  boys 
do?  What  can  girls  do?  Why  do  boys  not  like  to  wash 
dishes?  Are  they  afraid  of  being  laughed  at?  Is  that 
brave? 

7.  Who  generally  pays  the  rent?  The  grocer,  etc.? 
Why  does  he?  Often  it  takes  all  that  father  can  earn  to 
keep  the  family,  and  he  works  patiently  year  after  year, 
with  no  money  saved.     Why  does  he  not  complain? 

8.  How  can  you  make  father's  work  easier?  Can  you 
be  more  careful  of  your  clothing?  Did  you  ever  know  of 
father  and  mother  doing  without  that  children  might 
have  something?     Ought  we  to  let  them  do  this?     Why? 

9.  Do  our  parents  expect  us  ever  to  pay  them?  How 
can  we  show  them  that  we  appreciate  their  toil  and  self- 
denial  now?     In  the  future? 

10.   Why  do  your  parents  want  you  at  home  as  soon 


116       SYSTEMATIC  MORAL  EDUCATION 

as  it  grows  dark?  Why  will  they  not  permit  you  to  go 
out  after  supper?  It  is  said  that  evil  hates  the  light. 
Why  is  there  danger  of  hurting  your  character  on  the 
street  after  dark? 

11.  What  do  you  do  in  the  evening?  How  can  you 
help  others  as  well  as  yourself  to  have  a  pleasant  evening? 
After  lessons,  music,  games,  making  things,  reading.  Which 
do  you  like  best? 

12.  Do  you  ever  tell  your  parents  that  you  like  your 
home?  Can  you  make  something  to  make  it  beautiful? 
Boys  can  make  things  in  the  workshop,  girls  can  em- 
broider or  stencil  cushions,  scarfs,  curtains. 

13.  How  can  you  older  boys  and  girls  help  the  younger 
ones?  When  they  are  cross  and  mother  is  ill,  how  can 
you  make  mother  look  brighter?  What  about  grand- 
parents?    Why  should  we  respect  them? 

14.  Birthdays  and  Holidays.  How  can  you  keep  them 
so  as  to  make  everybody  happy?  What  have  you  learned 
about  giving  and  receiving  gifts? 

15.  "Honor  thy  father  and  thy  mother  that  thy  days 
may  be  long  in  the  land  which  the  Lord  thy  God  giveth 
thee."     How  can  you  honor  them? 

12.   RESPECT 

1.  Topic:  Self-respect. 

Questions:  What  is  your  real  self?  What  is  self-respect? 
What  is  the  difference  between  self-respect  and  self-con- 
ceit?    See  dictionary. 

2.  Why  are  one's  honor  and  self-respect  nearly  the 
same?  Have  you  too  much  respect  for  your  real  self  to 
do  a  mean  thing?  If  we  want  others  to  respect  us,  how 
should  we  respect  ourselves? 


MORALS  :    TOPIC   AND  OUTLINE  117 

3.  Topic:  Respect  to  Parents. 

Questions:  Why  respect  parents?  How  can  we  show 
our  respect?  When  we  do  wrong,  how  are  our  parents 
disgraced? 

4.  Topic:  Nations  who  worship  Ancestors. 

What  nation  in  Asia  worships  ancestors?  How  old 
is  that  nation?  Tell  about  the  burial  places  in 
China. 

5.  Topic:  Respect  for  those  in  Authority. 
Questions:  By  whom  are  governors,  mayors,  etc.,  elected? 

Why?    Who  makes  the  laws?    Why  then  should  we  re- 
spect all  these  who  are  placed  over  us? 

6.  Topic:  Respect  for  Officers  of  School  Republic. 
How  about  our  school  president,  governors,  etc.?     Who 

elects  them?     In  whose  place  do  they  stand?     How  can 
we  show  them  respect? 

7.  Topic:  Respect  for  Laws,  Rules,  etc. 

Who  makes  the  laws?  Why  are  laws  made  in  the  city, 
state,  etc.?     Give  one  or  two  such  laws. 

8.  Topic:  Disobedience  Offense  to  Self. 

If  we  disobey  laws,  whom  do  we  offend?  If  nobody 
obeyed  the  laws,  what  would  be  the  condition  of  the  city, 
state,  and  nation? 

9.  Topic:  Respect  for  the  Flag. 

Questions:  What  does  the  flag  stand  for?  What  do  the 
colors  represent?  Why  are  you  proud  of  your  flag? 
When  is  Flag  Day?  Why?  Why  is  it  unpatriotic  to  turn 
the  flag  upside  down? 

10.  Topic:  Respect  and  Love  for  Nature. 
Questions:    Of  what  use  are  trees?    Why  will  not  the 

park  department  permit  even  owners  to  trim  trees  on 
the  street? 

11.  Why  were  flowers  made  so  beautiful?    Why  do  we 


118        SYSTEMATIC  MORAL  EDUCATION 

have  trees  and  flowers  and  plants  and  bushes  about  our 
school?     Who  is  John  Burroughs? 

12.  Topic:  Respect  for  Sacred  Things. 
Questions:  Why  is  it  mean  and  low  to  swear?    Why  is 

it  wrong  to  shout  around  a  church  during  services?  What 
should  we  do  when  a  funeral  is  taking  place? 

13.  Why  should  we  never  speak  disrespectfully  of  an- 
other's religion? 

14.  Topic:  Respect  for  Older  People. 
Questions:  How  do  you  like  others  to  treat  your  parents? 

Why?  How  shall  we  treat  the  parents  of  others?  How 
can  we  show  respect  for  all  old  people? 

15.  Topic:  Respect  for  Public  Property. 
Questions:    Who  owns  and  pays  for  the  street  lamps, 

parks,  and  public  buildings?  Wlio  is  injured  when  they 
are  injured?  Why  is  it  against  the  law  to  pick  flowers  or 
to  injure  shrubs? 

16.  Topic:  Respect  for  the  Rights  of  Others. 
Questions:  Mention  some  instances  wher-e  we  cannot  do 

as  we  please,  because  it  would  interfere  with  the  rights  of 
others.  What  does  the  Constitution  say  everybody  has  a 
right  to? 

17.  Topic:  Respect  for  the  Rights  of  our  Younger 
Brothers  and  Sisters. 

Questions:  Why  have  our  younger  brothers  and  sisters 
a  right  to  our  care  and  assistance?  What  about  taking 
their  candy  and  other  property?  What  about  teasing 
them?  Why  must  we  not  make  them  afraid  of  us?  Why 
should  we  set  them  a  good  example? 

18.  Topic:  Respect  for  the  Rights  of  those  who 
serve  Us. 

Questions:  Have  you  a  servant  or  working  woman  at 
home?    Have  they  any  rights?    How  can  you  show  re- 


MORALS:    TOPIC  AND  OUTLINE  119 

spect  for  them?  Tell  the  story  of  a  faithful  black 
mammy. 

19.  Topic:   Respect  for  People  in  Public  Places. 
Questions:    Why  is  it  wrong  to  talk  boisterously  in  a 

crowded  car?  Why  is  it  better  to  avoid  pushing  for  the 
best  or  first  seat  in  a  crowd?  A  boy  once  went  into  a 
store  where  there  were  customers,  and  began  whistling, 
when  the  clerk  invited  him  to  go  outside.     Why? 

20.  Topic:  Respect  for  the  Rights  of  Neighbors 
and  those  living  in  apartments. 

Questions:  Why  is  it  wrong  to  play  on  the  steps  and 
stoops  of  other  people?  How  should  we  go  through  the 
halls  of  apartment  houses?  If  your  mother  were  ill, 
would  you  like  the  children  in  the  apartment  above  to 
play  leapfrog,  or  to  jump  the  rope? 

21.  Topic:  Respect  for  the  Feelings  of  Unfor- 
tunates. 

Questions:  When  you  see  a  badly  deformed  person, 
why  should  you  not  stare  at  him?  A  little  boy  was  lead- 
ing a  drunken  father  home,  when  some  of  our  knightly 
boys  came  along.     What  did  they  do? 

22.  Topic:  Respect  for  Ministers,  Priests,  Rab- 
bis, AND  ALL  who  ARE  TRYING  TO  UPLIFT  Us. 

Questions:  Why  respect  them?  How?  Who  besides 
the  three  mentioned  are  working  to  help  our  real  selves? 
What  is  your  real  self?  There  was  a  law  in  ancient  Rome 
that  the  ungrateful  should  be  put  to  death.     Why? 

23.  Topic:   Respect  for  the  Opinion  of  Others. 
Questions:  Why  do  not  all  people  think  alike?     In  your 

history,  who  were  persecuted  for  their  opinions?  What  is 
said  of  this  persecution?  Are  there  good  Republicans? 
Are  there  good  Democrats?  Even  the  worst  people  have 
some  virtues.    Give  an  example. 


120       SYSTEMATIC  MORAL  EDUCATION 

24.   Topic:  Respectability. 

Questions:  We  say  a  boy  or  a  girl  is  highly  respectable; 
what  do  we  mean?  Why  should  girls  be  particularly 
careful  to  be  modest,  ladylike,  not  forward  or  boisterous? 
Why  should  a  boy  be  careful  of  his  conduct?  Do  you 
add  to  the  respectability  of  your  family? 
.:  25.  Topic:  Respect  to  the  Memory  of  the  BravB 
Soldiers. 

Questions:  Why  do  we  keep  Decoration  Day?  When 
the  sokhers  enlisted,  what  reward  did  they  expect?  How 
many  were  killed  on  each  side?  What  did  the  Union  sol- 
diers do  for  you  and  me?  How  do  you  know  old  soldiers 
now?  (Button.)  How  can  we  honor  the  dead  soldiers, 
and  the  living? 

13.    CLEANLINESS 

"CLEANLINESS   iS   NEXT   TO   GODLINESS" 

1.  Topic:  —  Porosity  of  Skin. 
-  Look  at  your  skin  through  a  magnifying  glass.  What 
do  you  see?  How  many  pores  are  there  in  the  skin  over 
the  whole  body?  See  encyclopaedia.  Why  are  they 
there?  Suppose  you  make  air  tight  your  house,  what 
happens?  If  you  have  a  cold,  pores  are  closed.  Where 
goes  the  refuse  matter? 

2.  Topic:    Porosity  of  Lungs. 

The  lungs  also  are  full  of  pores  and  must  have  clean  air. 
Why  are  boys  healthier  in  summer?  Swimming  and  out- 
door air!  How  often  do  you  take  an  all-over  bath?  Do 
you  sleep  with  windows  open?     Why? 

3.  Topic:    Necessity  for  Clean  Clothing. 
Perspiration  comes  from  the  pores.     Why  is  it  neces- 
sary to  change  underclothing  frequently  ?    Why  do  people 


MORALS:    TOPIC  AND  OUTLINE  121 

move  away  from  those  who  have  a  bad  odor  coming  from 
micleanliness? 

4.  Topic:    Clothing  and  Self-respect. 

How  do  you  feel  towards  yom-self,  when  your  clothing 
is  neat  and  tidy?  Do  not  overdress  like  a  doll  or  Little 
Lord  Fauntleroy.  Jewelry  is  not  becoming  to  children  or 
young  girls  or  men. 

5.  Topic:    Delicacy  of  Body. 

Think  of  your  body  as  the  House  Wonderful  wherein 
dwells  your  real  self.  What  sort  of  house  would  you  like 
to  live  in?  Or  liken  your  body  to  a  watch,  with  wheels  and 
springs  more  delicate  than  the  smallest  watch  ever  made. 
How  should  you  guard  your  body? 

6.  Topic:    Necessity  for  Clean  Nails. 

If  you  do  not  keep  your  nails  clean,  what  gets  under 
them?  Where  does  it  come  from?  If  you  scratch  a  sore 
with  black  finger  nails,  blood  poisoning  may  occur.  Are 
your  nails  in  mourning? 

7.  Topic:  Clean  Teeth. 

When  you  eat  meat  or  other  food,  where  ought  it  to  go  to 
make  blood?  What  happens  to  the  particles  that  lodge 
in  the  teeth?  What  makes  your  breath  smell  after  eating 
onions?  What  are  brooms,  brushes,  and  mops  for?  How 
often  should  we  use  a  toothbrush? 

8.  Topic:    Neatness  of  Footwear. 

Did  you  ever  stop  to  think  what  touches  your  shoes? 
Are  there  any  disease  germs?  Why  does  a  gentleman  keep 
his  shoes  polished?  Is  there  any  girl  who  likes  to  go  with 
buttons  off  her  shoes? 

9.  Topic  :    Purity  of  Mind. 

"To  the  pure,  all  things  are  pure."  You  will  learn  or 
have  learned  that  you  become  what  you  think. 

Review:  If  your  thoughts  are  clean,  what  is  in  your  mind? 


122       SYSTEMATIC  MORAL  EDUCATION 

If  you  continue  to  think  clean,  pure  thoughts,  what  will 
your  real  self  be? 

10.  Topic:  Relation  of  Clean  Thoughts  and 
Healthy  Bodies. 

Many  believe  that  our  thoughts  affect  our  bodies.  If 
we  have  clean,  wholesome,  joyous,  loving  thoughts, 
our  health  will  be  better.  What  do  you  think  about  this? 
Why  is  it  a  good  thing  for  a  boy  to  have  a  "Hobby"? 
What  is  your  "Hobby,"  stamp  collecting? 

11.  Topic:  Clean  Companions. 

Why  are  tidy,  self-respecting  boys,  with  clean  thoughts 
and  words,  who  enjoy  healthful  sports,  sought  after  as  com- 
panions?   Why  are  athletics  in  moderation  good  for  all? 

12.  Topic:  Clean  Clothing. 

A  clean  collar,  a  necktie,  a  fresh  handkerchief,  well- 
brushed  clothing,  polished  shoes,  —  why  are  these  neces- 
sary? 

13.  Topic:  Clean  Surroundings. 

Is  our  class  room  clean?  Are  blackboards  kept  washed, 
desks  in  order,  books  covered? 

14.  Topic:  Personal  Care  of  Clothing. 

Who  puts  away  your  clothing  at  home?  Are  your 
bureau  drawers  in  order?  Why  ought  you  to  care  for  this, 
and  not  leave  it  to  mother?     Do  you  hang  up  your  clothing? 

15.  Topic:  Clean  Tools.    Clean  Work. 

Have  you  a  long,  sharp  pencil,  a  fresh  pen,  an  eraser, 
and  a  blotter?  Why  are  they  necessary  in  school  work? 
Are  your  home-work  papers  models  of  neatness? 

16.  Topic:  Cultivation  of  Habits  of  Cleanliness. 
What  virtuous  habits  are  cultivated  by  making  lesson 

books  and  ethics  books  perfect  in  form,  with  here  and 
there  a  bit  of  red  ink?     Are  you  proud  of  your  books? 

17.  Topic:  Clean  Books. 


MORALS:    TOPIC  AND  OUTLINE  123 

Why  is  the  principal  so  particular  about  having  your 
books  muslin  covered,  with  labels  inside  and  out?  Why 
must  you  have  a  portfolio?  Can  you  mend  your  own 
books? 

18.  Topic:  Sanitation. 

Why  must  the  janitor  wash  all  walls,  woodwork,  and 
desks  twice  a  year  at  least?  What  are  microbes?  Where 
do  they  settle? 

19.  What  are  sanitary  laws  or  ordinances?  Name  some. 
Why  wash  milk  bottles?  Do  you  help  to  keep  the  street 
clean?    How  can  you? 

20.  Some  one  has  said  that  next  to  a  clear  conscience 
is  the  satisfaction  that  comes  from  being  clean  and  neatly 
dressed.  (Explain.)  What  has  personal  cleanliness  to  do 
with  self-respect? 

21.  A  clean,  strong  body,  a  clear  conscience,  a  strong 
mind,  a  pure,  warm  heart  make  up  a  big  part  of  the  real 
self.  Do  you  honestly  desire  these?  Are  you  doing  your 
best  to  have  these? 

14.   AMIABILITY 

1.  Topic:  General  Amiability. 

Questions:  What  is  amiability  ?  Amiability  is  only 
another  word  for  good  nature.  Why  does  every  one  love  a 
sweet-tempered  person? 

2.  Topic:  Amiability  at  Home. 

Questions:  Why  should  we  make  a  special  effort  to  be 
amiable  at  home?  Should  we  be  good-natured  only  when 
we  feel  like  it? 

3.  When  mother  asks  you  to  take  care  of  the  baby  or  run 
an  errand  for  her,  and  you  don't  want  to  do  it,  what  should 
you  try  to  show?  Does  it  not  help  her  just  to  know  you 
are  always  glad  and  ready  to  help  her? 


124       SYSTEMATIC  MORAL  EDUCATION 

4.  If,  when  doing  your  home  lessons,  you  are  interrupted 
by  a  request  to  do  something  for  mother  or  father,  should 
you  grumble  and  look  sour?  Or  if  when  playing  you  are 
called  in  to  practice  or  study,  how  ought  you  to  go? 

5.  On  days  when  mother  has  lots  to  do,  and  baby  is 
cross,  how  will  your  being  good-natured  help  her  ?  Can- 
not you  smile  and  make  baby  less  troublesome? 

6.  Topic:  Amiability  with  Companions. 
Questions:    What  kind  of  children  do  you  like  to  play 

with?    Good-natured  ones?    When  games  don't  go  just 
your  way,  how  can  you  show  your  amiability? 

7.  What  kind  of  children  are  chosen  as  leaders  in  your 
games?  Those  who  are  cross  and  disagreeable,  or  those 
who  are  sunny  and  sweet-tempered? 

8.  Topic:  Amiability  when  Sick. 

There  are  many  times  when  we  don't  feel  just  well.  Is 
that  an  excuse  for  us  to  be  irritable  and  ill-tempered? 
When  mother  wants  us  to  take  medicine  we  do  not  like, 
how  shall  we  act? 

9.  When  we  feel  sick,  if  we  try  to  keep  good-natured, 
will  it  help  us  to  get  better?  It  is  hard  for  the  home  folks 
when  we  are  ill.  Shall  we  make  it  easier  for  them  by  keep- 
ing lovable  and  amiable? 

10.  Topic:  Amiability  at  School. 

Sometimes  the  examples  or  the  spelling  words  seem 
hard ;  shall  we  sulk  if  we  cannot  get  them  at  once  ? 
Which  is  pleasanter  to  have,  a  sweet-tempered  or  a 
crabbed  classmate? 

11.  How  does  one  ill-natured  child  affect  the  whole  class? 
Can  you  make  your  teacher's  work  easier  by  being  amiable? 

12.  Topic:  Amiability  when  Everything  goes 
Wrong. 

Why  does  Ella  Wheeler  Wilcox  say, 


MORALS:    TOPIC  AND  OUTLINE  125 

"  It's  easy  enough  to  be  pleasant, 
When  hfe  flows  along  like  a  song; 
But  the  man  worth  while 
Is  the  one  who  can  smile 
When  everything  goes  dead  wrong." 

13.  No  one  deserves  credit  for  being  amiable  when  things 
are  going  just  as  he  wants  them  to.  Can  you  show  sweet- 
temper  "When  ever5^hing  goes  dead  wrong"  ? 

14.  When  some  one  else  is  chosen  for  a  place  you  wanted, 
when  some  one  else  comes  out  ahead  of  you,  how  does  a 
sweet  temper  show  itself?  When  some  one  wins  a  race  you 
are  trying  to  win,  how  can  you  show  you  are  truly  amiable? 

15.  Topic:  Amiability  Contagious.  i 
Did  you  know  that  amiability  is  contagious?    What  do 

we  mean  by  contagious?  Did  you  know  that  it  is  impos- 
sible to  remain  ill-natured  long  when  every  one  around  is 
amiable? 

16.  Let  us  not  be  so  selfish  and  saving  that  we  try  to  get 
all  we  can  and  keep  all  we  get. 

What  I  saved  I  lost, 
What  I  spent  I  had, 
What  I  gave  I  have. 

—  Old  German  Proverb. 

17.  Shall  we  try  each  day  to  be  so  amiable  that  people 
will  catch  this  lovable  trait  from  us?  Do  our  associates 
think  that  we  are  desirable  companions  because  of  our 
habitual  amiability? 

18.  Topic:  Amiability  a  Habit. 

That  which  we  practice  enough  becomes  second  nature 
to  us.  How  can  we  cultivate  the  habit  of  being  amiable? 
If  you  always  go  to  breakfast  with  a  smile  and  feel  sweet- 
tempered,  you  will  find  yourself  carrying  this  spirit  all 
through  the  day. 


126       SYSTEMATIC  MORAL  EDUCATION 

19.  Every  time  we  keep  good-natured  when  we  feel  cross, 
it  is  easier  to  be  amiable  the  next  time.  Are  you  cultivating 
this  beautiful  habit? 

20.  Wilham  E.  Gladstone  was  once  asked,  "What  is 
the  most  beautiful  characteristic  for  a  person  to  possess 
aside  from  the  cardinal  virtues?"  He  answered,  without 
hesitation, ' '  AmiabiUty . ' '  Why  did  he  consider  this  trait  so 
desirable? 

21.  Topic:  Amiability  in  Business. 

Which  gets  along  better,  a  good-natured  storekeeper 
or  one  who  snaps  his  customers  up  with  a  cross  word? 
Will  an  employer  get  better  work  from  his  men  if  he  is 
amiable  with  them  instead  of  being  cross? 

22.  When  we  go  into  a  shop  should  we  get  out  of  patience 
with  the  salespeople  if  we  are  not  waited  upon  at  once? 
Do  they  not  feel  more  like  pleasing  us  if  we  are  good- 
natured? 

23.  Work  is  easier  and  one  works  faster  if  one  is  amiable. 
If  you  have  a  hard,  disagreeable  task  to  perform,  smile,  and 
go  about  it  good-naturedly  as  if  you  liked  it.  Did  you 
ever  hear  the  saying  that  "Smiles  help  the  wheels  of  life"? 
WTiat  does  this  mean? 

24.  Topic  :  Amiability  is  its  own  Reward. 

Every  one  loves  an  amiable  person.  When  we  go  to  bed 
at  night,  does  it  not  make  us  happier  to  look  back  on  a  day 
that  has  been  sunny  and  bright,  made  so  by  our  own  efforts 
to  be  amiable  under  even  the  most  trying  circumstances? 

25.  Very  near  General  Grant's  Monument  is  a  small 
grave  all  alone  in  a  small  inclosure,  and  the  stone  bears  the 
simple  inscription  "Erected  to  the  memory  of  an  amiable 
child."  This  grave  has  not  been  disturbed,  and  every 
passer-by  reads  the  words.  Is  it  not  lovely  to  be  remem- 
bered as  always  being  amiable? 


MORALS:    TOPIC  AND  OUTLINE  127 

15.  CHEERFULNESS 
ADVANCED 

1.  Analyze  the  word  cheerful  ness.  When  a  cup  is  full, 
why  can  you  pour  no  more  into  it? 

2.  What  is  the  opposite  of  cheer?  Do  not  think  of  it 
long  lest  you  lose  cheer.  Think  of  something  happy,  and 
you  are  happier. 

3.  When  are  you  more  cheerful,  in  the  morning,  or 
in  the  evening?  Why?  Begin  every  mornmg  as  a  new 
day,  forgetting  all  about  yesterday. 

4.  When  you  he  down  to  sleep,  cast  out  all  thoughts 
of  anger,  fear,  hate,  sorrow,  and  fill  your  heart  full  to  over- 
flowing of  cheer.     Why? 

5.  Wliat  kind  of  salesman  or  storekeeper  do  you  like  to 
deal  with,  a  grouty  or  cheery  one?  Why?  What  kind 
would  you  be? 

6.  "The  best  doctors  in  the  world  are  Dr.  Diet,  Dr. 
Quiet,  and  Dr.  Merryman."  Explain.  "Laugh  and 
grow  fat." 

7.  Sunshine  is  necessary  for  plants.  Are  you  sunny 
and  cheerful  that  others  about  you  may  grow  so? 

8.  Why  pout  when  denied  a  request?  Babies  some- 
times lie  down  on  the  floor  and  kick  and  scream  when 
denied  a  request.     Why  babies? 

9.  King  Edward  required  that  boys  entering  the  marine 
service  should  be  cheerful.  They  say  sailors  like  to  sing. 
Why  all  this? 

10.  "The  Lord  loveth  a  cheerful  giver."     Why  is  it 
better  to  give  cheerfully  than  grudgingly? 

11.  Who  wears  the  "smile  that  wont  come  off "?    Try 
to  smile  when  you  say  or  do  anything  for  another. 

12.  Cheerfulness  in  Pain.    Tell  the  story  of  Smiling 


128        SYSTEMATIC  MORAL  EDUCATION 

Joe,  tied  to  a  board  and  suffering  pain.     Even  Theodore 
Roosevelt  wiped  his  eyes  after  talking  to  him  a  half  hour. 

13.  Cheerfulness  in  doing  unpleasant  things  is  best. 
How  can  you  be  more  cheerful,  then? 

14.  Why  are  you  more  cheerful  when  trying  to  make 
others  happy? 

15.  Who  are  more  cheerful,  boys  or  girls?  Prove  it. 
Boys  will  remember  to  be  gallant.  Is  giggling  cheerful- 
ness? 

16.  Laughter  is  of  two  kinds,  that  of  joy  and  that  of 
fun  making.     Why  should  we  avoid  the  latter? 

17.  What  sort  of  boy  makes  the  better  office  boy,  a 
bright  or  a  sour-faced  one? 

Why  do  employers  like  cheerful  stenographers  and  clerks  ? 

18.  How  can  you  make  the  class  cheerful?  How  can 
you  make  the  teacher  cheerful? 

19.  How  can  you  make  mother  cho orful?  How  can  you 
make  the  home  more  cheerful? 

20.  Did  you  ever  know  a  real  wicked  person  to  be  cheer- 
ful? 

21.  "Smiles  are  gold,  frowns  are  lead."     Explain. 

22.  Cheerfulness  at  Play.  Why  do  you  like  a  cheer- 
ful playmate? 

16.   COURTESY 

"Courtesy  is  to  do  and  say 
The  kindest  things  in  the  kindest  way." 

"Therefore  all  things  whatsoever  ye  would  that  men  should  do 
unto  you,  do  ye  even  so  unto  them:' —  Golden  Rule. 

1.  Why  is  the  above  called  the  golden  rule?  What 
is  meant  by  a  precious  metal?  Gold,  yellow  sunshine,  are 
they  cheerful  or  gloomy? 


MORALS:    TOPIC  AND  OUTLINE  129 

2.  Courtesy  is  said  to  be  like  oil;  it  makes  machinery 
run  lightly  and  removes  friction.  Explain  this  in  a  few 
words. 

3.  Where  should  courtesy  begin?  When?  Do  you 
ever  say  good  morning  to  your  parents?  Why  do  you  say 
good  night?  What  do  you  think  of  yourself,  when  you 
forget  to  say  thanlc  you  for  favors  done  at  home? 

4.  Should  brothers  and  sisters  show  courtesy  to  one 
another?  Wliy?  Have  you  grandparents?  Why  show 
them  courtesy? 

5.  How  can  you  show  courtesy  when  you  enter  the  class 
room?  When  you  leave?  Why  will  teachers  and  pupils 
respect  one  another  more  and  be  happier  if  courtesy  is 
shown  by  all?  What  effect  will  it  have  upon  your 
studies? 

6.  Hereafter  kindly  write  your  own  excuses  and  have 
your  parents  sign  them.  How  can  you  make  them  courte- 
ous in  tone?  Why  does  the  principal  always  answer  a 
polite  note? 

7.  Courtesy  on  the  Street.  Wliy  do  the  boys  of  this 
school  always  tip  their  caps  to  the  teachers  on  the  street? 
What  is  the  rule  about  passing  another  on  the  sidewalk? 
Why  do  gentlemen  always  tip  their  hats  to  ladies?  How 
did  knights  show  their  gallantry? 

8.  Why  is  it  impolite  for  big  girls  to  stop  and  talk  on 
street  corners?  Why  do  boys  not  like  silly  girls  to  talk 
to  them  on  the  street? 

9.  Why  is  it  impolite  to  laugh  boisterously  and  talk 
loudly  on  the  street?  Is  it  wrong  for  little  boys  and  girls 
to  play  on  the  street?  Would  you  like  to  see  your  teachers 
play  tag  on  the  street?    Why? 

10.  How  can  we  show  courtesy  when  we  know  there  is 
sickness  in  a  house? 


130        SYSTEMATIC   MORAL  EDUCATION 

Why  is  it  wrong  to  gather  in  crowds  in  front  of  a  home 
where  there  is  a  funeral? 

11.  Courtesy  in  a  Store.  When  there  are  three  or 
four  customers  waiting,  which  one  does  the  clerk  wait  upon 
first?  AVhy  is  it  impolite  to  whistle  in  a  store?  "WTiy 
does  a  mother  tell  her  daughter  not  to  be  familiar  or  noisy 
when  she  goes  to  the  store? 

12.  Courtesy  in  the  Cars.  Why  do  boys  and  girls  like 
to  write  compositions  about  a  boy  who  got  up  and  gave  his 
seat  to  an  old  lady?  What  kind  of  conductors  do  you 
like?     What  kind  of  passengers  do  conductors  like? 

13.  Courtesy  in  Places  of  Public  Worship.  Why 
bow  the  head  or  knees  when  prayers  are  said?  Why  not 
talk  and  laugh? 

Why  not  play  around  a  church  during  worship? 

14.  Courtesy  at  Places  of  Amusement.  Why  are 
ladies  asked  to  remove  their  hats?  Why  is  it  wrong  to  talk 
or  laugh  during  a  performance?  Why  not  chew  gum? 
Why  be  agreeable? 

17.   COMPANIONS 

1.  Who  was  your  earliest  and  best  companion?  Is  she 
that  now?  Why?  Does  she  ever  long  for  your  companion- 
ship?    How  can  you  give  it? 

2.  Which  of  you  makes  a  companion  of  your  father? 
Why  or  why  not?  What  do  you  tell  a  companion?  Why 
not  confide  everything  to  father  and  mother? 

3.  Do  you  choose  your  companions  or  "pick  them  up"? 
What  do  you  look  for  in  a  companion?  Why  should  we  be 
careful  of  companions? 

4.  How  do  companions  influence  us?  How  do  we  in- 
fluence our  companions?  Should  our  companions  rule  us? 
Why  not? 


MORALS:    TOPIC  AND  OUTLINE         131 

5.  Boys  ought  not  to  go  with  older  boys.  Why? 
Girls  should  seek  companions  of  their  own  age  and  tastes. 
Why? 

6.  How  can  you  avoid  undesirable  companions  and  not 
offend  them?  Be  careful  not  to  be  "stuck  up."  If  a 
companion  is  doing  you  harm,  why  keep  him?  Rarely  can 
you  help  him. 

7.  Why  is  it  desirable  to  have  some  companions? 
What  is  often  the  matter  with  a  boy  who  has  no  com- 
panions? Why  cannot  selfish  boys  and  girls  keep  com- 
panions? 

8.  There  is  a  companion  who  always  goes  with  you,  and 
speaks  to  you  when  you  are  tempted.  What  is  it?  What 
does  it  say?    How  should  you  treat  it? 

9.  Our  thoughts  are  our  constant  companions.  Are 
yours  desirable?  Do  they  ever  influence  us  for  evil? 
How  shall  we  conquer  them? 

10.  Books  are  companions.  Name  some  that  you  found 
jolly  or  interesting  companions.  What  of  a  boy  or  girl 
who  never  has  such  companions? 

11.  Some  boys  and  girls  can  entertain  themselves  on 
rainy  days,  or  when  alone.  How  do  they  do  it?  Can  you? 
Have  a  sensible  hobby.     Why? 

12.  What  should  companions  talk  about?  What  about 
gossip?  What  about  subjects  they  would  be  ashamed  to 
have  their  parents  know  about?     Why? 

13.  Read  the  story  of  David  and  Jonathan  in  the  Bible 
or  Philemon  and  Baucis  in  Greek  stories. 

14.  Wliat  should  one  companion  do  for  another?  How 
may  they  help  each  other?  Do  you  know  of  two  boys  or 
two  girls  who  are  chums?    Who  is  your  chum? 

15.  "It  is  better  to  be  alone  than  in  bad  company." 
Discuss. 


132        SYSTEMATIC  MORAL  EDUCATION 

16.  Describe  a  popular  boy  or  girl.  What  makes  such  a 
one  popular?  With  what  kind  of  companions  is  he  popu- 
lar? 

17.  Are  you  a  good  companion  to  somebody?  Prove  it. 
If  your  companionship  is  not  sought,  whose  fault  is  it? 
Why? 

18.  "A  person  is  known  by  the  company  he  keeps." 
Discuss. 

18.   FRIENDSHIP 
1. 

"  When  you  find  one  good  and  true, 
Change  not  the  old  friend  for  the  new." 

2.  Who  is  your  very  best  friend?    Are  you  sure?    Why? 

3.  If  your  best  friend  is  your  mother,  how  ought  you 
to  prove  your  friendship  to  her?  In  what  acts  can  you 
prove  it? 

4.  Wlio  is  your  best  school  friend?  How  do  you  know 
it?    Why  do  you  value  that  friend? 

5.  What  is  the  difference  between  selfish  and  unselfish 
friendship?     Give  an  example  of  the  latter. 

6.  Do  you  select  your  friends,  or  do  they  select  you? 
What  kinds  of  friends  ought  one  to  select?    Why? 

7.  How  ought  we  to  treat  our  friends?  How  do  we 
expect  them  to  treat  us?  When  they  disappoint  us, 
what  should  we  do? 

8.  Misunderstandings  sometimes  break  friendships. 
How  can  we  avoid  these? 

9.  How  can  you  know  true  from  false  friends?  What 
is  a  true  friend?  Why  can  you  not  dist'nguish  the  true 
friend  immediately? 

10.  If  a  friend  is  doing  us  harm,  is  he  a  true  friend? 
What  should  we  do?  Have  you  such  friends?  Are  you 
such  a  friend? 


MORALS:    TOPIC  AND  OUTLINE         133 

11.  What  is  the  good  of  having  friends?  Is  that  a 
selfish  or  unselfish  reason?  Selfish  friendship  soon  turns 
to  hatred. 

12.  Why  do  you  pity  a  person  who  has  no  real  friends? 
Whose  fault  is  it?    Why? 

13.  What  is  the  difference  between  real  friends,  and 
mere  acquaintances?  Which  are  yours?  Why  are  all 
those  we  know  not  necessarily  our  friends? 

14.  Is  it  possible  to  have  too  many  so-called  friends? 
Why  do  you  not  have  the  greatest  confidence  in  one  who 
makes  a  new  friend  every  day? 

15.  Being  friendly  does  not  mean  to  make  intimate 
friends  of  everybody.  Why  is  it  good  to  be  friendly  with 
everybody?    Why  have  only  a  few  intimate  friends? 

16.  How  can  we  befriend  the  friendless?  A  new  pupil 
feels  shy.     Why?    How  can  you  befriend  him  or  her? 

17.  "A  friend  in  need  is  a  friend  indeed." 

How  can  you  test  true  friends?  What  has  honor  to  do 
with  friendship? 

18.  What  is  the  antonjnn  of  friend?  What  shall  we 
do  with  such? 

"If  thine  enemy  hunger,  feed  him." 
Try  not  to  make  enemies. 

19.  What  are  the  friends  of  your  real  self?  What  are 
your  enemies?    Why  are  they  enemies? 

19.   HONOR 
PRIMARY 

1.  When  a  little  child  is  tempted  to  do  wrong,  what  is 
that  something  inside  of  him  which  speaks  to  him  ?  Con- 
science. 


134        SYSTEMATIC   MORAL  EDUCATION 

2.  Why  does  conscience  speak  to  us?  Is  it  a  friend  or  an 
enemy? 

3.  If  a  doctor  should  tell  us  not  to  eat  something  because 
it  would  poison  us,  would  we  mind? 

4.  Are  you  honest  because  it  pays  or  because  you 
feel  better  to  be  honest? 

5.  Quotation: 

"  If  honor  be  your  clothing,  it  will  last  a  lifetime, 
If  clothing  be  your  honor,  it  will  soon  be  threadbare." 

6.  Which  do  you  like  better,  to  be  trusted  or  to  be 
watched?     Have  you  a  great  deal  of  honor? 

7.  Why  is  it  wrong  to  copy  answers?  Whom  do  you 
hurt  the  most? 

8.  Can  your  class  be  trusted?  How  do  you  behave  if 
your  teacher  stays  at  home? 

9.  Does  your  mother  trust  you  when  she  sends  you 
to  the  store?  Do  you  always  bring  back  the  right 
change? 

10.  Quotation:  "In  doing  the  right  thing  there  is 
both  honor  and  pleasure." 

11.  Who  furnishes  schoolbooks?  Who  pays  for  them? 
Does  your  father  help?  What  would  you  think  of  a  boy 
who  destroyed  his  father's  property? 

12.  Shut  your  eyes.  Look  within.  What  do  you  see? 
An  honorable  person  or  not? 

13.  What  does  your  teacher  think  of  you?  Is  she  right? 
Don't  you  feel  better  when  she  can  trust  you? 

14.  What  is  a  promise?  What  do  you  think  of  a  boy  or 
girl  who  keeps  his  or  her  word? 

15.  Quotation:    Let  teacher  select. 

16.  If  a  storekeeper  gives  us  too  much  change,  what 
shall  we  do?    What  do  you  want  to  satisfy? 


MORALS:    TOPIC  AND  OUTLINE  135 

17.  Who  is  more  respected,  an  honest  or  a  dishonest  store- 
keeper? 

18.  Why  do  employers  advertise  for  honest  boys? 
Would  your  teacher  give  you  a  recommendation  for 
honesty? 

19.  Wlio  thinks  for  you?  Can  your  teacher?  Why  do 
you  want  to  be  able  to  think? 

20.  Quotation:  "A  good  name  is  rather  to  be  chosen 
than  great  riches."  ?» 

21.  For  whom  are  you  getting  an  education?  Do  you 
want  it?    Why? 

22.  Can  your  father  buy  you  an  education  as  he  can  a 
new  coat?     Is  it  honorable  to  waste  your  time? 

23.  How  does  a  boy  or  a  girl  show  that  he  or  she  is  honor- 
able?   What  about  his  face  and  eyes? 

ADVANCED 

1.  Topic:  Conscience;   what  is  it? 

Questions:  When  you  are  first  tempted  to  do  wrong, 
why  do  you  hesitate?  Wliat  speaks  to  you?  Some  one 
has  said  it  is  the  voice  of  God  speaking  to  us.  If  a  doctor 
should  tell  you  not  to  eat  something  because  it  would 
poison  you,  would  you  obey  him?  Why  does  conscience 
speak  to  us?    Is  it  a  friend  or  an  enemy? 

2.  Topic:  Conscience  and  Honor. 

Questions:  What  is  the  difference  between  a  person 
who  does  a  thing  because  he  fears  to  disobey,  and  one 
who  does  it  because  it  is  right?  Why  is  this  a  bad  motto, 
"Honesty  is  the  best  policy"? 

.  3.  Topic:  The  Joy  of  being  Trusted. 

Questions:  Why  do  you  not  like  to  be  watched? 
Can  you  be  trusted?    What  are  we  trjdng  to  cultivate 


136        SYSTEMATIC  MORAL  EDUCATION 

in  our  school?  Are  we  learning  to  trust  each  other  more? 
Which  word  do  you  like  better,  monitor  or  aid?  Shall 
we  act  each  day  so  as  to  deserve  to  be  trusted? 

4.  Topic:  Honor  in  School. 

Questions:  Why  is  it  wrong  to  copy  answers?  Whom 
do  you  cheat  most?  When  you  are  tempted,  what  can  you 
say?  Which  would  you  like  best,  to  be  trusted  or  to  be 
watched?  Why  do  you  not  like  to  be  watched?  What 
would  you  do  if  I  had  to  stay  at  home? 

5.  Topic:  Honor  in  School. 

Questions:    Let  pupils  give   some   examples  of  honor. 

6.  Topic:    Care  of  the  School  Property. 
Questions:  Who  furnishes  the  schoolbooks  ?    Who  pays 

for  them?  Does  your  father  help?  What  would  you 
think  of  a  boy  who  destroyed  his  father's  property?  How 
can  we  take  care  of  our  books?  Why  do  we  have  port- 
folios? It  is  well  for  the  members  of  the  council  to  see  to 
the  mending  of  books,  etc. 

7.  Topic:  Honor  to  One's  Self. 

Questions  :  Shut  your  eyes.  Look  within.  What  do 
you  see,  an  honorable  person  or  not?  What  would  you 
like  to  be?  Wliat  do  others  think  of  you?  Are  they  right? 
How  can  you  prove  that  you  are  honest  when  others  say 
you  are  not? 

8.  Topics:  Keeping  One's  Word. 

Questions:  What  is  a  promise?  What  do  you  think  of  a 
boy  or  girl  who  keeps  his  or  her  word?  After  we  give  our 
word,  how  far  should  we  go  to  keep  it?  Why  did  knights 
of  old  die  to  keep  their  pledge?  Tell  some  simple  story  from 
history. 

9.  Topic:  Honor  in  Business. 

Questions:  If  a  storekeeper  gives  us  too  much  change, 
what  shall  we  do?   What  do  we  want  to  satisfy?   Should  we 


MORALS:    TOPIC  AND   OUTLINE  137 

keep  it?  Whose  honor  would  be  injured?  Why  can  we  not 
afford  to  hurt  our  honor?  Who  is  most  respected,  an  honest 
merchant,  or  a  dishonest  one?  Why  do  employers  ad- 
vertise for  honest  boys?  Would  your  teacher  give  you 
a  recommendation  for  honesty? 

10.  Topic:  Self-responsibility. 

Questions:  Who  eats  your  dinner  for  you?  Why  does 
not  your  mother?  Why  do  you  eat?  Who  thinks  for  you? 
Cannot  I?  Why  do  you  want  to  be  able  to  think?  Does 
your  mother  pay  you  for  eating? 

11.  Topic:  Self-responsibility. 

Questions:  For  whom  are  you  getting  an  education? 
Do  you  want  it?  Why?  Can  your  father  buy  you  an  edu- 
cation as  he  would  a  new  hat?  If  you  do  not  have  one,  who 
suffers?  If  you  put  your  hand  in  the  fire,  who  suffers? 
Who  is  to  blame?  If  your  body  becomes  your  master  and 
makes  you  do  bad  things,  who  suffers? 

12.  Topic:  Ability  to  depend  upon  One's  Honor. 
Quotatio?i: 

If  you  were  born  to  honor,  show  it  now. 
If  put  upon  you,  make  that  judgment  good 
That  thought  you  worthy  of  it. 

—  Shakespeare. 

13.  Topic:   Satisfaction  of  being  Trusted. 
Quotation: 

Who  steals  my  purse,  steals  trash; 

But  he  who  filches  from  me  my  good  name 
Robs  me  of  that  which  not  enriches  him, 
And  makes  me  poor  indeed. 

—  Shakespeare, 

Questions:  Which  would  you  prefer,  to  be  trusted  or 
to  be  doubted?    Why?    Are  you  to  be  trusted?     Do  you 


138        SYSTEMATIC   MORAL  EDUCATION 

want  to  be?  How  do  we  gain  the  confidence  of  others? 
How  does  a  person  show  that  he  is  honorable?  What 
about  his  face?  What  about  his  bearing?  Do  you  hke 
honorable  and  honest  people? 

14.  Topic:  Knightly  Honor. 

Questions:  Does  it  exist  to-day?  Let  pupils  discuss 
topic. 

Better  to  die  ten  thousand  deaths,  than  wound  mine  honor. 

—  Addison. 

15.  Topic:  Character,  Reputation. 
(Synonyms.     Show  difference  of  meaning.) 
Quotation:    "A  good  name  is  rather  to  be  chosen  than 

great  riches." 

"It  is  a  worthier  thing  to  deserve  honor  than  to  possess 
it." 

16.  Topic:  Honor  is  the  Keynote  of  Self-govern- 
ment. 

Questions:  What  is  the  difference  between  a  subject  of 
the  Sultan  of  Turkey  and  a  citizen  of  the  United  States? 

17.  Topic:  For  the  Sake  of  One's  Honor. 
Quotation: 

Do  always  the  thing  that  seemeth  to  thee  right, 
Knowing  by  this  thou  keep'st  thine  honor  bright. 

—  Thomas  a  Kempis. 

18.  Topic:  Truth  Telling. 

Questions:  Who  is  injured  most  by  a  lie?  Why  is  it 
bad  to  get  into  a  habit  of  deceiving?  Do  you  like  to  tell  the 
exact  truth?    There  is  no  such  thing  as  a  white  lie. 

19.  Topic:  Truth  Telling. 

Questions:  What  is  a  hypocrite?  Why  would  you 
prefer  to  be  anything  rather  than  a  hypocrite? 

20.  Topic:  Honor  in  doing  Good  Work. 


MORALS:    TOPIC  AND  OUTLINE  139 

Questions:  Who  suffers  for  dishonest  home  work  or 
written  work?  What  would  you  think  of  yourself  if  you 
copied  answers  or  cheated? 

2L  Topic:  Honor  of  our  Heroes. 

Questions:  Name  some  people  in  history  who  scorned  to 
do  anything  dishonorable.  Do  you  know  of  any  person  in 
history  who  sold  his  honor?  Which  do  you  honestly 
value  more,  honor  or  pleasure?  Have  you  learned  to 
value  honor  highly  this  month? 

20.   FAIR   PLAY 

RIGHTS  OF  PARENTS 

1.  To  your  respect  and  love.     Why? 

2.  To  your  ready  and  cheerful  obedience. 

3.  To  your  service  without  pay.     What  can  you  do? 

4.  To  the  care  of  your  clothing.     Put  away,  keep  clean, 
etc. 

RIGHTS   OF  TEACHERS 

5.  To  your  courtesy  and  respect  and  obedience. 

6.  To  your  cooperation  in  making  the  class  and  school 
the  best  possible. 

7.  To  honesty  in  the  preparation  of  school  work. 

8.  To  punctual  and  regular  attendance. 

9.  To  obliging  and  helpful  ways. 

RIGHTS   OF  BROTHERS,  SISTERS,  NEIGHBORS,  ETC. 

lO.fBrothers  and  sisters  at  home.    Old  and  the  young. 

IL  To  fair  play.  Who  likes  a  cheat?  Snowballing 
little  folks. 

12.  Strangers  in  public  places.  Get  in  line.  Sidewalk, 
postman,  garbage  man,  etc. 


140        SYSTEMATIC   MORAL  EDUCATION 

13.  Neighbors.   Front  stoops.  Noise  in  halls  of  flats,  etc. 

14.  Sick  people.  Quiet.  Kindness.  Do  not  shout  in 
front  of  sick  rooms. 

MY  RIGHTS 

15.  To  life,  liberty,  and  the  pursuit  of  happiness. 

16.  To  be  alone  at  times  and  to  be  let  alone. 

17.  Not  to  be  touched  and  pushed.  Japanese  never 
touch  one  another. 

18.  To  playtime.  To  be  free,  so  long  as  it  does  not 
interfere  with  others. 

19.  To  my  own  property.     But  I  must  not  be  selfish. 

20.  To  be  treated  with  respect  so  long  as  I  deserve  it. 
To  ask  reasonable  questions. 

RIGHTS   OF   STRANGERS 

21.  Rights  of  people  on  the  street.  Do  not  call  after 
any  one. 

21.   COURAGE 

PRIMARY 

1.  Topic:  Fear  of  Darkness. 

Are  you  afraid  of  the  dark?  Why?  They  say  you  have 
done  something  naughty  when  afraid  of  the  dark.  That 
is  not  true  of  you,  is  it? 

2.  Why  it  it  wrong  to  frighten  children  when  little? 
Is  it  honest? 

3.  Topic:  Patience  during  Pain. 

Can  you  stand  a  toothache?  Are  you  brave  enough  to 
go  to  the  dentist? 

4.  Why  do  you  not  cry  for  every  little  thing?     Who  cry 
that  way?    Let  us  not  laugh  at  a  cry  baby. 

5.  Be  patient  and  you  will  be  brave.    Why  is  your 
mother  so  patient? 


MORALS:    TOPIC   AND   OUTLINE  141 

6.  Topic:  Moral  Courage. 

Who  of  you  is  brave  enough  to  do  right  when  others 
are  doing  \ATong?    Make  up  a  httle  story. 

7.  Can  you  say  "  no  "  when  others  tempt  you  tt/  do 
wrong?     Why  is  it  hard  to  do  so? 

8.  Sometimes  we  do  the  right  and  yet  suffer  blame. 
Why  is  courage  then  necessary? 

9.  What  is  a  mollycoddle?    Are  you  one?    Why  would 
others  dislike  you  if  you  were? 

10.  When  you  do  a  right  thing,  and  others  try  to  change 
you,  why  not  change  and  do  wrong? 

11.  A  bully  is  not  brave;  he  is  generally  a  coward. 
Why  do  you  not  want  to  injure  or  threaten  a  little  fellow 
or  maiden? 

12.  If  you  cannot  do  a  thing  right  the  first  time,  why 
have  courage  to  try,  try  again? 

13.  "The  bravest  are  the  tenderest,  —  The  loving  are 
the  daring."     Can  you  explain  this? 

14.  A  boy  dared  another  boy  to  run  in  front  of  a  car. 
The  second  boy  would  not  be  dared,  and  was  hurt.  Why 
was  neither  one  brave? 

15.  Which  is  braver,  not  to  lose  your  temper  when  an- 
other calls  you  names,  or  to  call  names  yourself,  and  per- 
haps fight? 

16.  Courage  does  not  mean  being  forward.  Why? 
Why  is  a  modest,  sensible  boy  or  girl  liked? 

ADVANCED 

1.  CouR  AGE.         Cceur,  French,  means  heart. 

Age  means  having,  or  state  of  being. 
Have  you  a  brave  heart?    Who  was  Richard  Cceur  de 
Lion? 


142        SYSTEMATIC  MORAL  EDUCATION 

2.  Who  are  braver  boys  or  girls?  Will  boys  prove 
that  girls  are  braver?    Will  girls  prove  that  boys  are  braver? 

3.  Why  does  it  sometimes  require  more  courage  to 
stand  a  pain  than  do  a  brave  deed  quickly? 

4.  Patience  is  a  twin  sister  of  bravery.  Why  is  your 
mother  so  patient  and  so  brave  when  you  are  in  danger? 

5.  Who  of  you  are  brave  enough  to  do  right  when 
others  around  you  are  doing  wrong?  Can  you  make  up 
a  story? 

6.  Why  does  it  take  all  your  courage  to  say  "  no  "  when 
"yes"  would  be  easy?  When  have  you  seen  a  boy  or  girl 
show  such  courage? 

7.  It  takes  courage  to  keep  on  doing  right  while  others 
are  laughing  at  us.     When  have  you  done  right? 

8.  What  is  a  mollycoddle?  Does  it  take  much  courage 
to  be  one?    Why? 

9.  Why  is  it  not  brave  for  three  or  four  to  try  to  get 
the  better  of  one?  Why  does  a  generous  person  sympathize 
with  the  weak? 

10.  A  bully  is  generally  a  coward.  Why?  A  strong 
boy  attacking  a  weak  boy,  a  bright  girl  making  fun  of  a 
dull  girl,  are  not  brave.     Why? 

11.  Courage  in  Defeat.  Can  you  tell  a  good  story? 
Robert  Bruce  and  the  spider. 

12.  "The  bravest  are  the  tenderest, 

The  loving  are  the  daring."     Explain. 

13.  Why  is  it  not  brave  to  do  a  thing  because  another 
dares  you?     Foolhardiness  is  not  bravery.     Explain. 

14.  Which  is  easier,  to  be  insulted,  and  not  resent  it, 
or  to  return  the  insult?  Which  is  braver?  Which  is 
right? 

15.  Were  you  ever  called  upon  to  say  a  thing  was  right, 
when  every  one  present  opposed  you? 


MORALS:    TOPIC  AND  OUTLINE  143 

22.   WORK 
PRIMARY 

1.  Every  little  child  who  is  well,  likes  to  work.  Do 
you  like  to  work? 

2.  What  is  the  difference  between  work  and  play? 

3.  No  one  need  be  ashamed  of  any  work.  Some  boys 
are  ashamed  to  wash  dishes  for  mother.     Are  you? 

4.  Suppose  your  father  did  not  work,  what  would  be- 
come of  you? 

5.  Quotation: 

"  Work  while  you  work,  and  play  while  you  play, 
For  that  is  the  way  to  be  cheerful  and  gay." 

6.  Ought  we  to  work  all  the  time?  Why  is  father  glad 
when  Sunday  comes? 

7.  When  we  work  we  should  do  the  best  we  know  how. 
Is  your  home  work  neatly  done?  Are  all  your  papers 
in  school  done  as  neatly  as  you  know  how  to  do  them? 

8.  We  should  love  our  work  and  not  need  some  one 
to  make  us  do  it.     A  slave  must  have  a  master. 

9.  Do  not  work  because  you  expect  pay.  Who  pays 
your  mother? 

10.  Quotation:  "If  a  man  work  not,  neither  shall  he 
eat."  ^  "  ■%, 

11.  How  can  we  make  our  school  work  better  this  term? 

12.  Every  one  does  some  kind  of  work;  some  with 
their  heads  and  some  with  their  hands.  What  kind  of 
work  do  you  like? 

13.  Lazy  people  are  never  as  happy  as  those  who  work. 
Would  you  be  well  if  you  had  no  work  to  do? 

14.  "Labor  is  its  own  reward." 


144        SYSTEMATIC   MORAL    EDUCATION 

15.  Do  you  help  with  the  work  at  home?  What  can 
you  do  to  help  mother? 

16.  Can  a  boy  help  at  home?  If  you  have  a  servant 
in  the  house,  can  you  help  her? 

17.  Write  a  letter  asking  for  work. 

18.  Quotation.    Teacher  select  one. 

ADVANCED 

1.  Every  healthy  person  works. 

Why  do  even  little  children  like  to  keep  busy?  When 
any  one  does  not  busy  himself  with  something,  what  do 
we  say  ails  him?  Are  you  well?  Do  you  like  to  work? 
What  work  do  you  like  best?  Why  must  we  sometimes 
do  work  we  do  not  like? 

2.  Nothing  is  so  injurious  as  unoccupied  time. 
Difference  between  work  and  play.  What  is  the  dif- 
ference between  building  a  snow  house  and  a  real  house? 
What  is  the  difference  between  reading  a  storybook,  and 
studying  a  history  lesson?  Play  is  an  end  in  itself;  work 
looks  forward  to  some  benefit  to  come.  We  amuse  our- 
selves for  the  present,  we  work  for  the  future. 

"  Work  while  you  work,  play  while  you  play, 
For  that  is  the  way  to  be  cheerful  and  gay." 

3.  Why  is  work  necessary? 

4.  Why  do  we  have  servants?  If  my  body  is  my 
servant,  what  must  it  do  for  the  real  self?  If  your  father 
does  not  work,  what  about  you? 

If  a  man  work  not,  neither  shall  he  eat.  —  Bible. 

5.  Different  kinds  of  workers. 

Name  some  that  you  see  around  you.  Do  they  pro- 
duce what  you  use?  Who  are  the  great  workers  for 
food? 


MORALS  :    TOPIC  AND  OUTLINE  145 

Go  to  the  ant,  thou  sluggard,  consider  her  ways,  and  be  wise. 

—  Bible. 

6.  All  honest  work  respectable. 

Tell  the  story  of  Robert  Bruce  baking  cakes  in  the 
cottage  of  the  Scotch  woman,  or  some  other  story.  Are 
boys  ashamed  to  wash  dishes?  Why?  Do  you  treat 
servants  and  poor  workmen  with  respect? 

7.  Quotation: 

"  Who  sweeps  a  room,  as  for  Thy  laws, 
Makes  that  and  th'  action  fine." 

8.  Quality  of  work  counts. 

Do  you  do  fine  work?  Are  your  home-work  papers 
neatly  done?  Which  would  you  rather  wear,  a  coat  or  a 
dress  half  made,  or  one  that  is  well  made?  "Wliat  kind  of 
workmen  are  paid  best?  How  do  you  feel  when  you  have 
finished  a  fine  piece  of  work?  ''WTiat  is  worth  doing  at 
all  is  worth  doing  well." 

9.  Honest  work  is  best. 

Why  does  it  pay  to  do  your  own  work  and  not  copy? 
A  builder  once  built  a  row  of  houses  poorly,  dishonestly. 
They  collapsed,  and  many  lives  were  lost.  The  builder's 
name  became  one  of  reproach.  Can  you  think  of  some 
one  in  history  who  did  honest  work?  Honest  work  is  the 
only  sure  thing.     "No  one  can  rise  who  slights  his  work." 

10.  Rest  from  work. 

Why  is  your  father  glad  when  Sunday  comes?  Should 
all  workmen  be  allowed  one  day  in  seven  in  which  to  rest? 
What  kind  of  work  is  permitted  on  Sunday?  Who  suffer 
when  the  stores  are  open  on  Sunday?  Can  we  save  the 
storekeepers  by  buying  on  Saturday?  Why  ought  we 
not  to  study  our  lessons,  or  do  home  work  on  Sunday? 

11.  "The  sabbath  was  made  for  man,  and  not  man  for 
the  sabbath." 


146        SYSTEMATIC  MORAL  EDUCATION 

"  Remember  the  sabbath  day  to  keep  it  holy.  Six  days 
shall  thou  labor  and  do  all  thy  work :  But  the  seventh  day 
is  the  sabbath  of  the  Lord  thy  God :  in  it  thou  shalt  not 
do  any  work." 

12.  Work  for  love. 

What  is  the  difference  between  a  slave  and  a  servant? 
What  is  the  difference  between  your  servant  and  your 
mother?  Who  pays  your  mother?  Why  does  she  keep 
on  working? 

13.  Memorize  and  say  at  home: 

"  I  ought  to  love  my  mother, 
She  loved  me  long  ago, 
There  is  on  earth  no  other 
That  ever  loved  me  so. 
When  a  weak  babe,  much  trial 
I  caused  her,  and  much  care, 
For  me  no  self-denial, 
Nor  labor  did  she  spare." 

14.  Work  for  love  of  work. 

Look  in  dictionary  for  difference  between  an  artist  and 
an  artisan.  Why  did  Rosa  Bonheur  spend  so  much  time 
on  her  paintings?  Did  Longfellow  write  for  money?  Do 
your  teachers  think  of  their  salary  when  helping  you? 

"Pleasure  comes  from  toil  and  not  by  self-indulgence. 
When  one  gets  to  love  his  work,  his  life  is  a  happy  one." 

15.  Work  at  home. 

Who  does  most  of  the  work  at  home?  When  is  your 
mother's  work  done?  What  can  you  do  to  help  your 
mother?  Can  a  boy  help  at  home?  If  you  have  a  servant, 
could  you  help  her?  Can  you  save  her  extra  work? 
Bring  in  quotations. 

16.  Composition. 


MORALS:    TOPIC  AND  OUTLINE         147 

Application  for  a  position,  inclosing  a  letter  of  recom- 
mendation from  your  teacher. 
Three  copies. 
Write  something  worth  while. 

23.   BUSINESS 
ADVANCED 

1.  Topic:  Ability.  "Modest  ambition  is  necessary 
for  success." 

Questions:  Why  does  yom*  father  dislike  lazy  workmen? 
Would  you  hire  a  slovenly  worker?  Why?  What  is  a 
"bright"  boy?  Must  he  be  forward?  Can  he  afford  to 
spend  too  much  time  at  baseball,  swimming,  etc.    Why? 

2.  Topic:  Industry. 

Questions:  What  is  the  best  way  to  get  a  piece  of  work 
done?  How  should  it  be  done?  Is  an  office  boy's  work 
important?  Would  it  be  better  to  get  to  work  a  few 
minutes  early  than  late?  Is  it  always  right  to  take  exactly 
sixty  minutes  for  your  lunch  hour?  Which  is  better, 
"Watch  your  work,"  or  "Watch  your  clock"?  Which 
class  of  workers  do  business  men  prefer? 

3.  Topic:  Patience. 

Questions:  Wliy  should  you  stick  at  a  hard  problem? 
Is  your  first  position  usually  a  high-salaried  one?  Why? 
Can  you  learn  a  business  in  a  day?  A  week  or  even  a 
month?    Does  it  pay  to  be  patient? 

4.  Topic:  Economy. 

Questions:  What  is  the  difference  between  a  saving  boy 
and  a  selfish  boy?  Why  does  economy  pay  in  business? 
How,  as  an  office  boy,  could  you  save  or  economize 
for  your  employer?  Why  do  business  men  systematize 
their  work? 


148        SYSTEMATIC  MORAL  EDUCATION 

5.  Topic:  Loyalty  to  Employer. 

Questions:  Are  you  loyal  to  your  school?  Why?  Should 
you  be  interested  in  your  employer?  Is  he  your  friend? 
How  much  of  your  service  is  due  him?  Do  you  suppose 
business  men  are  quick  to  notice  loyaltj^?  As  a  business 
man,  would,  you  appreciate  a  faithful  worlanan?  Have 
you  a  duty  to  perform  aside  from  merely  doing  just  enough 
work  to  earn  your  salary?  Why  is  business  honor  worth 
more  than  money? 

6.  Topic:  Confidence. 

Questions:  When  do  you  come  to  school  confident  of 
passing  a  test?  Is  it  not  a  good  feeling  to  possess?  Is 
"conceit"  confidence?  Wliat  is  the  difference?  What 
makes  a  manufacturer  confident  that  his  articles  are  the 
best?  How  can  you  be  sure  of  holding  a  good  and  re- 
sponsible position? 

7.  Topic:  Opportunity. 

Questions:  What  does  the  topic  word  mean?  Emerson 
says,  "Opportunity  knocks  but  once  at  every  man's  door." 
Do  you  know  when  your  chance  is  coming?  Could  you 
grasp  it  if  you  were  unprepared?  When  should  we  stand 
prepared? 

8.  Topic:  Moral  Life. 

Questions:  Moral  habits.  Cheerfulness,  courtesy,  truth- 
fulness, courage,  etc.,  are  necessary  in  business  life. 

Why  are  these  necessary  in  business  life?  Tell  the  story 
of  the  success  of  the  following  men  —  Marshall  Field, 
R.  H.  Macy,  A.  T.  Stewart. 

9.  Topic:  Application  of  Ethics  to  Business. 
Questions:    Why  do  we  learn  ethics  in  school?     Is  it 

enough  to  write  about  them?  How  often  should  they  be 
practiced?  Wliat  do  business  men  mean  by  "credit"? 
Could    a   dishonest   merchant   get   credit?     Why?     Can 


MORALS:    TOPIC  AND  OUTLINE         149 

one  expect  credit  [without  practicing  ethics  in  his  busi- 
ness? 

10.  Topic:    Willingness  to  Learn. 

Questions:  Why  should  all  of  us  be  willing  to  learn  new 
good  things?  On  what  does  your  use  in  business  depend? 
Who  must  learn  these  new  things  for  you?  How  often 
ought  we  be  willing  to  learn?  Is  it  a  disgrace  to  learn 
from  those  yomiger  than  ourselves?  Teachers  learn  a 
great  deal  from  scholars. 

24.   PUNCTUALITY 

1.  General  Punctuality. 

What  is  meant  by  punctuality?  Why  is  it  a  most 
desirable  thing? 

2.  Punctuality  at  Home. 

When  we  know  the  hour  we  should  rise  in  the  morning, 
why  should  we  get  up  punctually  at  that  time,  and  not 
wait  ten  or  fifteen  minutes  after  being  called?  What  is 
meant  by  the  saying  "Procrastination  is  the  thief  of 
time"? 

3.  Why  should  we  always  be  at  the  breakfast  table 
early,  and  not  keep  the  others  waiting?  Isn't  it  a  help 
to  mother  if  all  the  family  are  ready  to  sit  down  to  break- 
fast at  the  same  time? 

4.  Punctuality  in  School  Affairs. 

Why  should  we  always  be  at  school  a  little  before  the 
bell  rings?  Why  is  it  well  to  be  in  our  places  the  instant 
the  time  to  begin  lessons  comes? 

5.  Does  not  the  child  who  comes  into  the  classroom 
late,  not  only  disturb  the  early  comers,  but  make  them 
lose  valuable  time  while  he  is  getting  his  place,  etc.?  How 
can  this  be  avoided? 


150        SYSTEMATIC  MORAL  EDUCATION 

6.  Punctuality  in  doing  Home  Work. 

If  the  home  work  must  be  done,  why  not  get  it  done 
just  when  it  should  be,  and  not  a  day  late?  Why  is  it 
a  good  habit  to  have  all  the  home  work  finished  as  early 
as  possible? 

7.  Punctuality  in  obeying  the  School  Bells. 
When  the  bell  rings  either  to  summon  us  to  the  building 

or  to  change  exercises,  why  should  we  obey  the  bell  quickly? 
Is  not  confusion  avoided  by  heeding  the  bell  the  instant 
it  sounds? 

8.  Punctuality  in  obeying  Orders. 

When  the  teacher  gives  an  order,  why  should  it  be 
obeyed  at  once?  If  one  or  two  children  delay  obey- 
ing commands,  what  effect  does  it  have  on  the  whole 
class? 

9.  It  is  wrong  to  waste  the  time  of  our  classmates  by 
delaying  to  obey  orders,  and  one  or  two  minutes  wasted 
two  or  three  times  a  day  means  hours  in  the  course  of  a 
term.  Why  is  it  selfish  to  delay  putting  books  away  or 
taking  out  new  materials  for  the  new  lessons? 

10.  Punctuality    in    keeping    Appointments. 

If  we  make  an  appointment,  we  should  keep  it  to  the 
minute.  The  story  is  told  that  the  battle  of  Waterloo 
might  have  resulted  differently,  had  one  of  Napoleon's 
generals  had  his  regiment  ready  at  the  exact  time  that 
Napoleon  told  him  to  be  ready  for  moving  orders.  Think 
what  lack  of  punctuality  meant  that  time! 

1 1 .  Punctuality  in  attending  Places  of  Amusement. 
When  we  are  going  to  church  or  any  place  of  amusement, 

why  is  it  only  fair  to  others  to  be  in  our  seats  before  the 
service  or  the  entertainment  commences?  Do  you  like 
to  be  interrupted  during  a  concert  by  people  coming  in  late? 
Why  is  tardiness  selfish? 


MORALS:    TOPIC  AND  OUTLINE  151 

12.  Punctuality  in  answering  Correspondence. 
When  we  receive  a  letter  which  requires  an  immediate 

answer,  why  should  we  not  delay  writing?  Tell  a  story 
of  how  one  can  be  very  much  inconvenienced  by  some 
friend  or  business  associate  who  is  not  punctual  in  the 
matter  of  correspondence. 

13.  When  we  receive  an  invitation  that  requires  a  re- 
sponse, why  should  it  be  answered  at  once? 

14.  When  we  are  given  a  specific  order,  either  at  home, 
school,  or  in  business,  why  should  we  obey  at  once?  Tell 
a  story  of  some  consequences  that  might  follow  not  carry- 
ing out  an  order  at  the  time  we  are  told  to. 

15.  Tell  some  stories  of  how  punctuality  has  helped  the 
world.  What  is  meant  by  "Always  being  on  time  saves 
time"  ? 

16.  Once  an  errand  boy  in  an  office  was  told  that  he  was 
expected  to  be  on  time  punctually  every  morning.  He 
was  to  be  at  the  office  at  six  a.m.  Once  there  was  a  strike 
on  the  cars,  and  the  lad,  knowing  that  the  cars  would  be 
delayed,  walked  five  miles  from  his  home,  starting  at  four 
o'clock,  before  it  was  light,  so  as  not  to  be  late.  He  was 
promoted.     Did  he  deserve  it?    Why? 

17.  Why  is  punctuality  in  little  things  just  as  important 
as  in  the  large  affairs  of  life?  Do  you  know  that  the  habit 
of  punctuality,  like  all  others,  cultivated  early  in  life, 
becomes  second  nature?     How  is  this  so? 

18.  What  is  meant  by  "Never  put  off  till  to-morrow 
what  can  be  done  to-day"? 

25.   THRIFT 

1.  Definition.  Which  is  better,  to  save  your  pennies 
so  as  to  get  something,  or  to  beg  papa  for  it,  or  do  with- 
out it? 


152        SYSTEMATIC  MORAL  EDUCATION 

2.  Topic:    Source  of  Money. 

Does  papa  give  you  spending  money,  or  do  you  have 
to  earn  it?  What  do  you  spend  it  for?  Did  you  ever  try 
to  save  it  for  something  big?     How  can  you  save  it? 

3.  Topic:  Dollar  Savings  Bank. 

What  is  a  dime  or  dollar  savings  bank?  How  many 
of  you  would  like  to  start  a  small  bank  account?  How 
can  you  do  it?  Save  pennies  and  nickels  until  you  get 
a  bank  book.     Would  you  like  me  to  help  you? 

4.  Topic:  Postal  Savings  Bank, 

Explain  postal  savings  bank.  Would  such  a  system  be 
good  for  boys  and  girls? 

5.  Topic:  Candy  Money. 

How  much  do  you  spend  for  candy  in  a  week?  Multi- 
ply that  by  fifty-two  ?  Why?  What  have  you  to  show 
for  it  at  the  end  of  the  year? 

6.  Topic:  Book  Money. 

How  many  books  have  you?  Would  you  like  to  start 
a  library?  Boys  can  make  a  small  bookcase  in  the  shop. 
What  books  did  Franklin  and  Lincoln  have? 

7.  Topic:    Necessity  for  Thrift. 

Why  should  you  learn  to  save  money  when  you  are 
young?  What  if  your  father  should  get  out  of  work,  or 
fail  in  business,  or  die?  Would  it  not  be  good  to  have  some 
money  put  away? 

8.  Tell  the  story  of  some  person  who  earned  his  educa- 
tion. Which  was  of  most  value,  education,  or  pleasure,  or 
money-spending? 

9.  Topic:  Thrift  of  Foreigners. 

What  makes  foreigners,  when  they  first  come  to  this 
country,  so  saving? 

10.  It  is  said  that  Nature  is  economical.  Give 
examples. 


MORALS:    TOPIC  AND  OUTLINE  153 

11.  Topic:  Difference  between  Thrift  and  Stingi- 
ness. 

What  is  the  difference  between  saving  and  being  miserly 
and  stingy?  Can  you  be  thrifty  and  yet  honest  and  kind? 
Are  the  greatest  spendthrifts  most  respected?    Why? 

12.  Topic:  Saving  for  a  Home. 

When  you  get  big,  which  would  you  rather  do,  own  your 
own  home,  or  pay  rent?  Why  do  so  many  thrifty  people 
live  in  the  suburbs?  There  are  reliable  associations  which 
help  people  to  get  their  own  homes.  Explain  Building 
and  Loan  Association. 

13.  Topic:   A  Penny  saved  is  a  Penny  Earned. 
How  can  you  take  care  of  your  clothing  so  as  to  make 

it  last  longer?     Do  you  wear  your  best  clothes  every  day? 
How  many  of  you  wear  mended  clothes?     Is  it  a  disgrace? 

14.  Topic:   Value  of  Saving. 

What  is  the  good  of  saving?  Can  you  form  the  habit 
of  saving?  Do  you  want  to?  What  effect  will  it  have  on 
your  character? 

26.   PERSEVERANCE 

1.  "  If  at  first  you  don't  succeed. 

Try,  try  again. 
You  will  conquer,  never  fear; 

Try,  try  again. 
AH  that  other  folks  can  do 
Why  with  patience  may  not  you  ? 
Only  keep  this  rule  in  view : 

Try,  try  again." 

2.  Read  the  story  of  Robert  Bruce  and  the  spider. 

3.  How  can  we  form  a  habit  of  perseverance?     Do  we 
really  want  to?    What  is  the  good? 

4.  When  do  we  need  perseverance  in  school?    Which 
lesson  requires  the  most  perseverance? 


154        SYSTEMATIC  MORAL  EDUCATION 

5.  Which  is  easier,  written  work  or  study?  Why? 
Wliich  lesson  requires  the  most  study?  Shall  we  have 
nothing  but  study  home  work  to-night? 

6.  In  arithmetic,  which  do  you  like  better,  to  try  to  get 
a  given  answer,  or  to  prove  your  work  and  be  sure  your 
answer  is  right? 

7.  Carefulness  and  perseverance  are  twin  sisters.  Why? 

8.  Why  do  you  not  believe  in  the  doctrine  of  getting 
something  for  nothing?  Anything  that  is  really  worth 
having  must  be  paid  for  in  some  way. 

9. 

Heaven  is  not  reached  at  a  single  bound, 
But  we  climb  the  ladder  by  which  we  rise 
From  the  lowly  earth  to  the  vaulted  skies, 
And  we  mount  to  its  summit,  round  by  round. 

—  Holland. 

Learn  and  discuss  the  above. 

10.  What  is  the  difference  between  the  boy  or  girl  who 
gives  up  easily  and  one  who  perseveres?  To  which  class 
do  you  belong?     Prove  it. 

11.  Success  —  Failure.  What  produces  the  first? 
What  is  the  cause  of  the  second?  Why  do  you  feel  good 
when  you  achieve  success? 

12.  Read  in  your  history  the  story  of  the  laying  of  the 
Atlantic  Cable.     Reproduce  it  orally  and  in  writing. 

13.  Name  some  character  in  history  who  showed  great 
perseverance?    When? 

14.  How  did  Edison  produce  his  great  invention?  Can 
you  name  other  inventors  that  persevered? 

15.  How  can  you  increase  your  ability  to  do  athletic 
feats?    Discuss. 

16.  How  can  you  get  to  be  a  great  baseball  player? 
A  teimis  player?   Practice  is  another  name  for  perseverance. 


MORALS:    TOPIC  AND   OUTLINE  155 

17.  How  can  you  grow  strong  in  character?  When 
you  fail,  what  then?  Let  us  get  the  "habit"  of  doing 
things  right.     What  has  habit  to  do  with  perseverance? 

27.   TEMPERANCE 
ADVANCED 

1.  Nearly  every  state  has  a  law  requiring  that  there 
should  be  taught  in  public  schools  the  evil  effects  of 
alcoholic  drinks  and  narcotics.     What  does  this  mean? 

2.  Some  states  have  prohibition  laws,  some  local  option 
laws.     Explain  both.     Name  states. 

3.  If  saloons  or  hotels  are  licensed,  they  pay  to  the  state 
a  license  fee.     How  much?  Why? 

4.  There  are  in  many  states  anti-saloon  leagues.  What 
do   they   believe?    Why? 

5.  It  is  said  by  a  learned  judge  that  80  per  cent  of  all 
crime  is  caused  through  drunkenness.  How  can  that 
best  be  stopped? 

6.  Is  it  wicked  or  dangerous  to  drink  moderately? 
How  is  the  habit  of  drunkenness  formed? 

7.  Why  is  it  that  railroad  companies  and  good  business 
houses  will  not  employ  men  that  drink? 

8.  Why  can  a  man  that  drinks  not  be  successful  in 
business  or  a  profession?  Would  you  like  to  see  me 
drink? 

9.  Why  is  it  a  sad  sight  to  see  a  woman  drunk?  Why 
are  there  so  few  women  who  drink? 

10.  When  a  father  drinks  much,  who  has  to  suffer 
besides  himself?  Why  does  he  keep  on  drinking?  Does 
he  want  to  stop? 

11.  Who  gets  his  money?  Why  does  he  lose  his  job? 
What  satisfaction  does  he  get?    Is  he  happy? 


156        SYSTEMATIC  MORAL  EDUCATION 

12.  What  effect  has  too  much  alcohol  on  the  body? 
A  man  who  is  intemperate  cannot  get  his  life  insured. 
Why? 

13.  We  must  not  judge  harshly  those  who  drink  wine 
or  beer.  In  Germany  and  France  moderate  drinking  at 
table  is  common  and  respectable.  Something  in  this 
country  makes  the  use  of  liquors  dangerous  to  Americans. 

14.  Why  is  smoking  bad  for  a  growing  boy?  Why  is 
excessive  cigarette  smoking  especially  harmful?  In  down- 
town offices  there  are  signs  forbidding  cigarette  smoking. 

15.  What  makes  some  boys  smoke?  Do  they  really 
like  it  at  first?  Why  are  they  not  brave  enough  to  say 
no?  A  healthy,  sensible  boy  will  wait  until  he  is  twenty- 
one  years  old.     Many  men  do  not  smoke. 

16.  Temperance  in  Eating.  Remember  that  your 
stomach  is  your  servant  to  digest  your  food.  How  can 
you  overwork  this  servant?    What  does  it  do  then? 

17.  Is  candy  bad  for  the  stomach?  How  much?  Can 
you  control  your  appetite  or  does  it  control  you?  When 
must  you  say  no? 

18.  Temperance  in  Play.  What  happens  to  a  boy  who 
exercises  too  violently?  They  say  that  a  boy  who  strives 
to  outclass  everybody  before  his  full  growth  never  amounts 
to  much  afterwards.     Why? 

I   19.  "Be  Ye  Temperate  in  All  Things." 

28.   PATRIOTISM 

1.  Why  are  you  proud  of  America?  Why  should  you 
prefer  being  an  American  to  being  a  Turk?  Can  an 
educated  person  of  any  nationality  be  a  lady  or  a  gentle- 
man? 

2.  Why  should  we  not  make  fun  of  foreigners?    Why 


MORALS:    TOPIC  AND  OUTLINE  1D7 

do  they  love  their  native  country?  If  people  of  ever}^ 
nation  belong  to  the  human  family,  whose  father  is  God, 
what  relation  are  they  to  one  another? 

3.  When  you  say  you  love  America,  what  do  you  mean, 
the  land  and  water,  the  cities,  the  states,  or  what?  What 
makes  a  country?  Do  you  really  love  the  people  of 
America? 

4.  Why  were  Washington,  Franklin,  and  Morris  patriots? 
How  did  they  show  their  patriotism?  Name  some  later 
patriots.     Why  are  soldiers  honored? 

5.  Do  you  love  your  city,  town,  and  state?  Why? 
People  make  a  city,  not  houses  alone.  What  do  we  call 
the  people  living  in  a  city  or  state?  What  makes  a  good 
citizen? 

6.  Why  are  we  getting  an  education,  aside  from  our 
own  selfish  good?  Why  do  the  city  and  state  pay  for 
our  education?  Why  is  there  a  law  in  many  states  com- 
pelling children  of  a  certain  age  to  go  to  school?  Show 
that  the  state  educates  its  children  for  the  welfare  of  the 
state. 

7.  How  can  we  learn  to  become  good  citizens?  In 
what  way  will  the  virtues  we  learn  about  make  us  better 
citizens?  What  virtues  are  necessary  in  a  mayor,  a  gover- 
nor, and  a  president?     In  a  voter?     In  a  neighbor? 

8.  In  America  we  have  a  government,  "By  the  people, 
of  the  people,  and  for  the  people."  What  is  the  meaning 
of  that?     Who   said   it? 

9.  What  is  meant  by  pupil  self-government?  Give 
two  or  three  reasons  why  we  have  it  in  our  school.  Do 
you  like  it?  Why?  Will  you  be  better  citizens  for  having 
had  it? 

10.   What  does  a  flag  represent?    Why  do  we  respect 
the  flag?    We  do  not  love  the  flag  itself  or  worship  it  as 


158        SYSTEMATIC   MORAL   EDUCATION 

an  idol,  but  we  love  it  for  what  it  represents.     Why  do 
we  have  a  flag  salute  in  our  school? 

11.  Why  do  we  hang  out  a  flag  on  Fourth  of  July, 
Decoration  Day,  and  other  national  holidays?  Why  do 
you  shoot  firecrackers,  etc.,  on  Fourth  of  July?  Be  honest. 
Which  is  the  finer  way  to  show  patriotism,  by  making  a 
noise  or  by  helping  afflicted  cities,  such  as  San  Francisco, 
after  the  earthquake? 

12.  Repeat  and  write  from  memory  the  first  stanza  of 
"My  Country  'tis  of  Thee."     What  does  it  mean? 

13.  What  is  the  national  hymn  of  America?  How  was 
the  "Star-Spangled  Banner"  written?  Name  the  national 
anthems  of  Germany,  France,  England.  Why  do  sol- 
diers sing  these  before  going  into  battle? 

14.  Which  is  greater,  to  die  for  one's  country,  or  to  live 
for  one's  country?  Name  some  who  have  died.  Name 
some  men  who  are  doing  a  great  deal  for  the  country. 

15.  What  are  you  doing  for  your  country?  For  your 
city?  For  your  school?^  Are  you  glad  to  be  a  good  citizen 
of  each?    Why? 

16.  Bring  in  and  discuss  patriotic  quotations. 

29.    PLAY 

1.  "All  work  and  no  play 

Makes  Jack  a  dull  boy." 

When  a  child  does  not  play  at  all,  what  is  the  matter? 
What  is  the  good  of  play? 

2.  What  is  the  difference  between  work  and  play? 
Why  must  we  not  be  too  serious  when  we  play?  What 
traits  can  we  show?  Generosity,  etc.  Why  do  you  like 
to  play  with  a  fair,  kind  companion? 

3.  "Play  a  fair  game."    What  does  this  mean?    When 


MORALS:    TOPIC   AND   OUTLINE  159 

a  boy  or  girl  cheats  at  a  game,  what  becomes  of  pleasure? 
Why?  Why  do  we  say  a  person  shows  his  character 
when  engaged  in  play? 

4.  In  Japan  men  fly  kites.  Why  do  you  think  that 
odd?  Is  it  any  more  amusing  than  to  see  men  play  ball? 
Why  do  not  big  girls  play  with  dolls  or  big  boys  play 
horse?     Play  games  suitable  to  your  age. 

5.  "  All  play  and  no  work 

Makes  Jack  a  lazy  shirk." 

Discuss. 

6.  "  Work  while  you  work, 

Play  while  you  play, 

That  is  the  way 

To  be  cheerful  and  gay." 

Paraphrase  into  prose. 

7.  Why  do  you  enjoy  play  better  after  you  have 
worked  hard  and  finished  your  work?  Why  do  you  work 
better  after  a  play  spell? 

8.  Be  temperate  in  play  as  in  everything.  What 
harm  comes  from  too  violent  play?  They  say  young 
champions  never  become  old  champions.     Why? 

9.  What  is  the  difference  between  play  and  athletics? 
Why  should  everybody  engage  in  some  physical  exercise? 
Which  form  of  athletics  gives  the  greatest  benefit  to  all 
the  muscles?  -  Debate. 

10.  Why  does  a  level-headed  boy  prefer  to  be  a  busi- 
ness man,  or  a  professional  man,  or  a  working  man  rather 
than  a  professional  sport?  Should  play  be  our  vocation  or 
our  avocation?    Why? 


160        SYSTEMATIC   MORAL  EDUCATION 

30.   THOUGHTS 
ADVANCED 

1.  "A  penny  for  your  thoughts."  What  does  it 
mean?  Would  you  always  be  willing  to  tell  your  thoughts? 
Should  you?  How  can  you  think  so  you  need  not  be 
ashamed  to  have  others  know  your  thoughts? 

2.  Shut  your  eyes.  Think  of  something.  Open  them. 
What  did  you  think  about?  Had  you  seen  it  before,  or 
heard  it,  or  read  about  it?  Try  to  think  about  something 
that  you  never  either  saw,  heard,  read  about,  or  heard 
about  from  others.     Why  is  it  hard? 

3.  Think  of  something  about  conduct  (ethics).  Is  it 
original?  Where  did  you  first  hear  or  read  about  it? 
Where  do  we  get  our  thoughts  from?  Name  some  great 
thinkers  who  have  given  us  good  thoughts. 

4.  Who  planned  Brooklyn  Bridge?  How  did  he  plan 
it?  Did  he  copy  it  from  a  book?  Where  did  he  have  it 
before  he  put  it  on  paper?  All  great  works  were  first 
thought  out. 

5.  When  an  artist  paints  a  beautiful  figure,  or  a  com- 
poser writes  some  beautiful  music,  where  do  they  get 
their  thoughts  from?  Everything  beautiful  first  comes  as 
a  thought. 

6.  "Thoughts  are  things."  Who  was  of  greater  im- 
portance, Roebling  or  the  men  who  worked  on  the  Bridge? 
Longfellow,  or  his  printer?  Thoughts  precede  things. 
Think  of  a  man  without  a  mind. 

7.  "Thoughts  are  shown  by  our  expression."  How 
do  you  know  when  I  think  kindly  of  you?  When  I  think 
sorrowfully  of  you?  Angrily  of  you?  Try  to  think  of 
something  funny  and  look  angry.     Why  can't  you? 


MORALS:    TOPIC  AND  OUTLINE  161 

8.  Our  habit  of  thinking  makes  us  homely  or  hand- 
some, unpleasant  or  fine  looking.  Think  of  a  person  who 
is  far  from  good  looking  but_whos6  face  is  somehow  attrac- 
tive. 

9.  What  boy  in  your  class  is  a^ favorite,  or  attracts 
the  best  friends?  Why  do  you  like  to  look  into  his  face? 
Why  cannot  a  person  guilty  of  wrong  thoughts  look  you 
in  the  eye? 

10.  Did  you  ever  try  to  make  a  person  look  at  you  by 
looking  steadily  at  him  and  saying  to  yourself  in  thought, 
repeatedly  and  strongly,  "Look  at  me"?  Try  it  some- 
time, but  not  too  often.     "Thoughts  are  forces." 

11.  Let  us  shut  our  eyes  and  send  a  kind  thought  to 
some  one  in  the  room.  Do  you  feel  better?  Did  some 
one  send  a  kind  thought  to  you?  Close  your  eyes  again. 
Think  a  kind  thought  about  some  one  who  has  injured 
you.     Do  you  feel  better?    Was  it  hard? 

12.  They  say  when  we  think  helpful,  hopeful,  joyous, 
loving  thoughts,  we  have  better  health.  HjqDochondriacs 
think  themselves  ill.  Why  are  happy  people  generally 
healthy?     "  Laugh  and  grow  fat." 

13.  What  is  meant  by  constructive  and  destructive 
thoughts?    Make  a  list  of  each,  for  example, 

Love  —  Hate.     Courage  —  Fear. 

14.  Our  minds  are  like  reservoirs  into  which  go  all  our 
thoughts  which  rise  to  the  surface  at  some  time  to  be 
turned  either  into  wishes  or  deeds.  What  kind  of  reservoir 
of  thoughts  have  you?    Is  it  full  of  good  thoughts? 

"As  a  man  thinketh,  so  is  he."  Solomon  said  this  three 
thousand  years  ago. 

15.  Write  a  definition  of  ideals.  What  ideal  have  you, 
or  what  would  you  like  to  be?  After  whom  do  you  pat- 
tern? 


162        SYSTEIVIATIC   MORAL  EDUCATION 

16.  Your  companions  help  to  make  your  ideals.  What 
kind  are  yom-s?    What  thoughts  do  they  give  you? 

17.  Books  furnish  j'^ou  with  useful,  or  beautiful,  or 
noble,  or  unselfish  thoughts,  or  else  with  the  opposite 
kind.     Why  do  we  want  the  best  books  in  our  library? 

18.  Pictures  furnish  us  with  thoughts.  Why  are  we 
trying  to  get  the  best  pictures  in  our  school?  Describe  a 
picture  that  gives  you  good  thoughts. 

19.  Your  thoughts  show  in  your  face.  How?  If  a  girl 
wants  to  be  beautiful,  what  thoughts  must  she  have?  A 
manly  looking  boy  must  have  what  kind  of  thoughts? 

20.  It  is  more  difficult  to  control  the  thoughts  than  the 
tongue.  How  can  we  do  it?  The  real  self  rules.  Say  to 
it,  none  but  the  best,  right  thoughts,  if  you  please.  That 
will  help. 

21.  Try  every  morning  to  put  forth  a  good  thought. 
Every  night,  too,  before  you  go  to  sleep,  banish  all  thoughts 
of  sin,  hatred,  worry,  or  gain,  and  think  many  kind,  help- 
ful, hopeful  thoughts,  and  you  will  sleep  better.     Why? 

31.    HABITS 
ADVANCED 

1.  When  we  repeat  an  act  many  times,  we  finally  do 
it  easily  without  thinking,  and  it  becomes  a  habit.  Walk- 
ing for  a  baby  is  difficult;  for  us  is  a  habit.  Name  some 
other  daily  habitual  act. 

2.  Is  it  easy  to  form  a  habit?  Why?  After  you  get 
started  down  a  hill,  how  does  your  speed  increase?  Why 
was  that  question  asked? 

3.  Is  it  a  fine  thing  to  have  good  habits?  Name 
some.  What  has  habit  to  do  with  being  a  gentleman  or 
a  lady? 


MORALS  :    TOPIC  AND  OUTLINE  163 

4.  It  is  a  difficult  thing  to  break  up  a  habit.  How 
can  it  be  done?    Name  some  quahties  that  are  needed. 

5.  How  are  bad  habits  formed?  Drinking  and  smok- 
ing?   Wliy  are  you  afraid  to  form  a  bad  habit? 

6.  The  best  way  is  not  to  do  the  first  time  a  deed 
that  leads  to  bad  habits.  Why  is  it  better  for  boys  to 
refuse  to  smoke  the  first  cigarette?  Why  is  it  wrong  for 
a  boy  to  smoke  and  not  for  a  man? 

7.  Why  is  it  safer  for  a  young  man  not  to  touch  the 
first  glass  of  wine  or  beer?  We  should  not  judge  other 
people  who  drink. 

8.  There  are  other  bad  habits  which  we  are  ashamed 
to  speak  of,  —  beastly  habits.  Why  do  healthy  boys 
despise  such  habits? 

9.  Gossiping  is  a  habit.  Why  do  boys  not  gossip? 
Why  do  a  few  girls  gossip?  Do  you?  What  does  Shake- 
speare say  about,  "He  who  robs  me  of  my  good  name"? 

10.  Have  you  the  habit  of  generosity?  Do  you  want 
it?    Why? 

11.  It  is  said  that  the  first  thing  a  boy  or  girl  must 
learn  in  high  school  is  the  habit  of  mental  study,  not 
written  work.  Have  you  that  habit  now?  How  can  you 
form  that  habit? 

12.  Personal  Habits.  Combing  hair,  washing  face, 
cleaning  teeth,  and  nails.  Why  form  the  habit  of  doing 
this  early  in  the  morning? 

13.  Habit  of  being  Polite.  When  should  we  be- 
gin? Is  it  easy  or  hard?  Habit  of  being  kind.  Easy  or 
hard? 

14.  If  we  watch  another  person,  we  "catch"  their 
habits,  as  biting  nails,  squinting,  etc.  Name  others. 
Sometimes  these  habits  are  worse  to  catch  than  scarlet 
fever,  measles,  etc.     How  can  we  escape  these  habits? 


164        SYSTEMATIC   MORAL  EDUCATION 

15.  Why  do  boys  and  "girls  think  httle  about  habits 
they  are  forming  now?    Is  it  wise  to  be  careful?    Why? 

16.  Why  do  old  people  regret  habits  formed  when 
young?    Would  j'^ou  like  to  be  in  their  places?    Why? 

17.  Hobbies  and  Habits.  What  is  a  hobby?  What 
is  yours?  Are  you  going  to  keep  it  or  "ride"  it  always? 
Some  boys'  hobbies  are  making  machines.  Some  girls  like 
painting.     What  may  both  become? 

18.  Habits  are  formed  from  single  acts.  Character  is 
said  to  be  a  bundle  of  habits.  Thoughts,  acts,  habits, 
character,  life.     Discuss  this  chain. 

Habit  is  a  cable ;  we  weave  a  strand  of  it  every  day  and  at  last 
we  cannot  break  it.  —  Horace  Mann. 

32.   CHARACTER  . 
REVIEW 

1.  To  possess  good  character  is  to  possess  all  the  vir- 
tues; among  these  are  obedience,  cheerfulness,  courtesy, 
good  will,  self-control,  work,  courage,  honor,  and  respect, 
all  of  which  we  have  talked  about  this  year. 

2.  Thoughts  are  real  forces,  just  as  steam,  electricity, 
physical  strength,  are.  We  are  the  sum  of  all  our  thoughts. 
Every  thought  that  passes  through  our  minds  has  left  its 
effect  on  our  lives. 

3.  There  are  two  kinds  of  thoughts,  constructive  and 
destructive.  Right  thoughts  build  up,  wrong  thoughts 
tear  I  down.  Avoid  destructive  or  discordant  thoughts, 
such  as  hate,  envy,  jealousy,  worry,  unclean  thoughts. 
Have  constructive  or  harmonious  thoughts,  such  as  those 
we  have  cultivated  during  the  past  year. 

4.  You  become  what  you  think  strongly  and  re- 
peatedly about.    Think  yourself  brave  and  true,  and  you 


MORALS:    TOPIC  AND  OUTLINE  165 

become  such.  Pity  yourself,  and  you  become  miserable. 
Say  to  yourself:  "I  am  well  and  strong  and  happy  and 
able  to  do  my  work,"  and  behold,  you  are  all  these. 

5.  Whatever  we  see,  or  hear,  or  read  about,  we  think 
about.  What  we  think,  we  become.  Recall  the  story  of 
the  boy  knight.  What  effect  have  our  surroundings  and 
our  companions  and  our  reading  matter  upon  ourselves? 

6.  Our  real  selves  are  to  live  forever.  Our  body  is 
like  a  servant  or  a  clerk.  We  want  a  healthy,  able,  obedient 
servant  or  clerk.  We  must  not  overwork  or  abuse  our 
bodies  or  any  part,  as  our  eyes,  stomachs,  or  our  lungs, 
lest  they  become  poor  servants  and  refuse  to  do  our  work, 
yes,  and  make  us  suffer,  too. 

7.  The  mind  is  also  given  to  us  to  work  for  us.  It  is 
like  the  stomach;  whatever  goes  into  it  nourishes  and 
makes  blood  for  our  real  selves,  just  as  food  makes  blood 
and  muscle  and  bone  for  the  body.  (Are  you  giving  the 
mind  good  food  or  cheap  food?)  When  we  think  about 
obedience,  self-control,  kindness,  what  are  we  feeding  the 
mind?    How  does  it  affect  our  real  selves? 

8.  We  desire  to  make  our  minds  strong  so  they  can 
do  good  work  for  us.  We  study  to  make  our  minds  strong. 
It  is  said  that  three  fourths  of  our  blood  is  used  in  our 
brains;  we  need  healthy  bodies,  therefore,  to  make  blood 
for  the  brain. 

We  cannot  think  or  study  well  if  the  brain  is  not  nour- 
ished by  good  blood.     What  about  cigarettes? 

9.  Whatever  we  read  makes  food  for  the  brain.  (The 
mind  uses  the  brain  or  gray  matter  to  think  with.  Do 
not  confuse  brain  and  mind.)  Why,  then,  is  our  principal 
so  anxious  to  have  good  library  books?  (Wliy  are  silly 
love  stories  not  good  food  for  the  girl's  mind?  Why  are 
Indian-killing  stories  bad  for  the  boy's  mind?)     If  we 


166        SYSTEMATIC   INIORAL  EDUCATION 

want  strong,  bright,  clear  minds,  we  should  carefully  pick 
out  the  best  reading  matter. 

10.  If  we  choose  poor  or  little  food,  our  bodies  suffer. 
If  we  choose  poor  or  little  food  for  the  mind,  it  suffers. 
We  can  choose  or  say  yes  or  no.  (Shall  we  let  others 
choose  for  us?)  Shall  we  be  mere  followers?  Tell  the 
story  of  the  cat  making  the  monkey  pull  the  chestnuts  out 
of  the  fire. 

11.  What  has  honor  to  do  with  examinations?  Shall 
we  say  to  ourselves,  I  would  rather  be  honest  than  be  pro- 
moted? Honor  and  sincerity  are  the  backbone  of  character. 
Rather  be  dumb  than  dishonest,  but  let  us  be  neither. 

12.  Name  some  Americans  of  honest,  noble  character. 
Why  was  Washington  greater  than  Napoleon?  It  is  not 
what  a  person  says,  but  what  he  does,  that  counts,  and  to 
he  is  even  greater  than  to  do. 

13.  Modesty.  Wliom  do  you  prefer,  a  person  who 
claims  to  be  better  or  do  better  or  know  more  than  others, 
or  one  who  never  boasts?  All  truly  great  man  have  been 
very  modest.  As  for  a  ladj^,  it  is  said  modesty  is  a  woman's 
greatest  jewel. 

14.  Temperance  in  Eating,  Drinking,  and  in  All 
Things.  If  we  overwork  a  servant  or  give  him  poison, 
what  sort  of  work  will  he  do?  Our  stomach  is  our  serv- 
ant. Which  is  safer  for  an  American  young  man,  light 
drinking  or  no  drinlcing? 

15.  Perseverance.  A  boy  or  girl  who  does  not  stick 
to  a  piece  of  work  until  it  is  finished  is  a  weakling.  Give 
the  story  of  Robert  Bruce  and  the  spider. 

"  If  at  first  you  don't  succeed  try,  try  again." 

16.  Review  of  the  Year's  Work. 

Have  our  ethical  lessons  really  helped  us?  Be  honest. 
If  not,  say  so.    Whose  fault  is  it? 


II.  MANNERS:   TOPICS  AND  OUTLINES 

1.  GENERAL 

1.  What  is  the  difference  between  a  polite  person  and 
a  rude  one?    Why  do  most  people  prefer  the  first  named? 

2.  What  is  the  difference  between  true  politeness  and 
"putting  on  airs"?  What  has  self-respect  to  do  with 
good  manners?  What  has  self-conceit  to  do  with  "put- 
ting on  airs"? 

3.  Why  do  many  boys  prefer  to  be  polite  ?  A  few  boys 
laugh  at  good  manners.  Why?  Is  their  reason  a  good 
one?  * 

4.  It  is  said  that  a  noble-hearted  person  can  easily  be 
polite.     Franklin  and  Lincoln.     Tell  the  story  of  each. 

5.  True  politeness  comes  from  a  kind  heart,  and  kind- 
ness generally  finds  a  way  to  express  itself.  Politeness 
without  sincerity  is  a  sham. 

6.  Why  is  an  awkward  person  uncomfortable  ?  How 
can  he  become  polite?  Bashfulness  may  be  cured  by 
thinking  about  some  one  else  besides  one's  self. 

7.  What  is  self-consciousness?  (See  dictionary.)  What 
has  it  to  do  with  selfishness?  How  can  we  get  rid  of  it? 
It  is  well  to  remember  that  people  are  not  very  much 
concerned  about  us. 

8.  Some  people  are  too  lazy  to  learn  good  manners ; 
some  are  too  ignorant,  but  do  not  know  it ;  some  have  a 

167 


168        SYSTEMATIC  MORAL  EDUCATION 

false  idea  of  wanting  to  be  blunt  and  outspoken.     Why- 
do  you  not  want  to  be  one  of  these? 

9.  How  can  we  learn  forms  of  good  manners?  Will  a 
book  on  good  manners  help  us?  Watch  others  whom 
you  know  to  be  polite. 

2.   AT   HOME 

1.  Every  time  we  do  anything  rude,  or  unmannerly 
we  reflect  upon  our  home  training.  Why  are  you  anxious 
to  have  others  think  your  parents  are  polite? 

2.  Obedience  and  respect  to  parents  come  first  in  good 
manners  at  home.  Courtesy  and  kindness  to  brothers 
and  sisters  come  next.     What  next? 

3.  A  twelve-year-old  boy  met  his  mother  on  the  street 
and  tipped  his  hat  to  her.  Why?  What  did  the  boys 
think?  What  did  the  girls  say?  He  also  took  her  parcel 
and  carried  it  for  her. 

4.  A  sister  sewed  a  button  on  her  brother's  coat.  Why? 
What  did  he  say  and  show?  A  big  boy  in  our  school 
always  looked  out  for  his  weak-minded  little  sister.     Why? 

5.  Why  do  servants  appreciate  courtesy?  Some  serv- 
ants will  not  stay  in  homes  with  ill-mannered  children. 
Why?     Who  suffer? 

6.  Wlien  your  mother  has  a  caller  and  you  happen  to 
come  into  the  room,  what  must  you  do?  If  your  mother 
is  not  at  home  and  you  go  to  the  door,  what  must  you  do? 

7.  How  many  times  does  your  mother  call  you  for 
breakfast?  Why  is  it  wrong  to  keep  others  waiting  for 
anything? 

8.  Besides  being  unkind  to  your  mother,  by  not  put- 
ting clothes  and  other  things  in  their  places,  you  are  im- 
polite.    Which  is  the  greater  wrong,  and  why? 


MANNERS:    TOPICS  AND  OUTLINES     169 
3.   AT  TABLE 

1.  Why  must  a  hungry  boy  wait  to  sit  down  quietly 
until  his  mother  or  the  hostess  takes  her  seat?  If  forced 
to  leave  the  table  before  others,  what  should  you  say? 
What  about  elbows  on  the  table,  and  feet  twisted  around 
the  chair? 

2.  If  your  grandparents  eat  with  a  knife  instead  of  a 
fork,  why  laugh  at  them?  How  shall  we  take  our  soup, 
from  the  point  or  from  the  side  of  the  spoon?  For  what 
use  are  the  fork,  the  knife,  and  the  spoon  intended? 

3.  It  is  said  we  must  never  call  a  girl  pretty,  or  a  boy 
a  gentleman,  until  we  see  him  or  her  eat.     Discuss. 

4.  How  should  we  use  a  napkin?  Where  place  it? 
What  about  eating  slowly  and  not  smacking?  What 
about  reaching  over  or  in  front  of  people?  Why  should 
we  not  reach  after  bread  with  a  fork?  What  should  we 
say? 

5.  What  do  you  think  of  the  boy  who  picks  out  the 
best  and  biggest  piece  of  cake?  Why  is  it  selfish?  What 
about  picking  bones? 

6.  What  kind  of  conversation  should  we  carry  on  at 
table?  Name  five  things  we  should  avoid  talking  about. 
Do  not  all  talk  at  once.  What  tone  of  voice  should  be 
used? 

7.  If  mamma  has  made  something  specially  nice  for  us, 
why  should  we  compliment  her  upon  it?  Otherwise  it  is 
bad  form  to  talk  about  what  is  being  eaten.     Why? 

4.   AT   SCHOOL 

1.  Why  can  we  not  do  the  same  in  school  as  at  home? 
Regard  for  the  rights  of  others,  respect  for  others  as  well 
as  for  ourselves,  unselfishness,  should  govern  us  in  school. 


170        SYSTEMATIC  MORAL  EDUCATION 

Is  whispering  wicked  in  itself?    Why  generally  wrong  in 
school? 

2.  Why  is  it  not  polite  to  raise  hands  while  another  is 
reciting?  Why  call  your  teacher  by  name,  and  not  say 
"Teacher"? 

3.  When  a  pupil  makes  a  mistake,  why  laugh?  Repeat 
the  golden  rule.  Why  does  an  honorable  girl  or  boy  re- 
fuse to  tell  an  answer  to  another? 

4.  When  is  tattling  wrong?    When  is  it  right? 

5.  To  meddle  with  another's  property  is  not  only  im- 
polite, but  what  else?  Why  impolite  to  have  an  untidy 
desk? 

6.  If  absent  or  late,  why  bring  an  excuse?  Suppose  a 
teacher  has  made  a  mistake,  what  is  the  polite  way  of 
explaining  it  to  him  or  her?  When  should  it  be  done? 
If  you  make  a  mistake,  how  should  you  make  it  right? 

7.  Why  should  we  not  make  fun  of  a  poorly  dressed 
girl  or  an  awkward  boy?  How  can  you  show  kindness, 
which  is  politeness,  too,  in  school? 

8.  Dr.  Emerson  E.  White  says  the  school  virtues  are 
regularity,  punctuality,  neatness,  accuracy,  silence,  indus- 
try, and  obedience.    Discuss. 

5.   AT  CHURCH 

1.  Why  is  a  church  different  from  other  places,  such 
as  home  or  school?  Reverence  and  good  maimers  are 
necessary  in  church. 

2.  To  come  in  late  or  noisily  is  wrong.  Why?  Why 
do  polite  people  not  look  around  in  church,  or  turn  to  see 
people  come  in? 

3.  No  well-bred  person  would  talk,  or  laugh,  or  yawn, 
or  lounge,  in  church.    Discuss. 


MANNERS:    TOPICS  AND  OUTLINES     171 

4.  Why  should  we  try  to  take  part  in  the  service,  rise, 
kneel,  sing,  respond,  etc.?  Suppose  the  form  of  worship 
is  unfamihar,  what  should  we  do? 

6.   IN  CONVERSATION 

1.  Name  six  occasions  when  a  person  should  say  "Ex- 
cuse me,"  or  "Pardon  me,"  "Beg  your  pardon"? 

2.  When  shall  we  say  "Thank  you"?    Why  not  say 
it  at  table  when  we  are  served?    Why  say,  "No,  I  thank 


you 


"? 


3.  Why  should  we  say  "If  you  please,"  or  "Please," 
or  "Kindly,"  when  asking  for  something?  Practice  in 
the  class,  now. 

4.  Children  used  to  say  "Yes  ma'am.  No  sir,"  etc. 
What  do  they  say  now?  Ask  questions  of  each  other, 
requiring  "  Yes  "  or  "  No  "  for  an  answer. 

5.  When  coming  into  the  class  room,'^why  be  ready  to 
return  politely,  your  teacher's  "Good  morning"?  Why 
before  leaving  always  say,  "Good  afternoon"?  Do  you 
always  say  "Good  night"  before  retiring? 

6.  Is  it  wicked  to  use  slang?  Why  is  it  considered 
common  or  vulgar,  especially  for  girls  and  teachers? 
Where  do  you  hear  the  most  slang?  What  healthy, 
happy  boys  do  you  know  who  do  not  use  slang? 

7.  Why  do  bad  manners  and  poor  English  ("bad 
grammar")  often  go  together?  Why  do  poorly  educated 
people  often  show  a  want  of  politeness?  We  must  not 
laugh  at  them.     Etiquette  in  company. 

8.  Always  introduce  a  boy  to  a  girl,  a  gentleman  to  a 
lady,  a  young  person  to  an  elderly  person.  What  may 
you  say?     Introduce  each  other  now. 

9.  Tip  hats  to  ladies.    Why?    What  kind  of  knight- 


172        SYSTEMATIC  MORAL  EDUCATION 

hood  is  this?    Tip  hats  to  elderly  people  and    men    of 
high  standing  or  honorable  position.     Why? 

10.  When  should  we  shake  hands?  How?  Do  not 
give  a  reluctant  or  lifeless  hand  shake.  How  do  people  of 
other  nations  greet  one  another? 

11.  Why  is  it  not  pohte  simply  to  say  yes  or  no  in 
conversation  in  company?  Why  should  we  not  boast,  or 
"talk  shop,"  or  talk  about  ourselves,  or  do  all  the  talldng? 
What  about  chewing  gum? 

12.  Never  pass  in  front  of  a  person.  Why?  If  com- 
pelled to  do  so,  what  must  we  say?  Allow  ladies  to  pre- 
cede going  down  stairs.  Precede  them  when  going  up- 
stairs. 

13.  Why  not  sit  down  while  ladies  or  old  people  are 
standing?  Do  not  cross  your  knees  while  sitting.  Why? 
How  about  lounging?  If  we  keep  our  hands  and  feet 
still,  what  does  it  show? 


III.  QUOTATIONS;   MAXIMS;   PROVERBS 
1.   OBEDIENCE 

So  nigh  is  grandeur  to  our  dust, 

So  near  is  God  to  man, 
When  Duty  whispers  low,  "Thou  must," 

The  Youth  repHes,  "I  can." 

A  power  above,  and  nature  round  about  us,  and  will  in  man  to 

lead  him  to  obey; 
Wherever  life  exists,  wherever  choiceful  purpose,  the  primal  law  of 

God,  obedience  holds  sway. 

Laws  were  formed  for  the  welfare  of  citizens  and  the 
security  of  states.  —  Cicero. 

If  you're  told  to  do  a  thing, 

And  mean  to  do  it  really, 
Never  let  it  be  by  halves; 

Do  it  fully,  freely. 

—  Phcebe  Gary. 

Obedience  is  the  grandest  thing  in  the  world  to  begin 
with. 

Children,  obey  your  parents. 

Laws  are  not  masters,  but  servants;   and  he  rules  them 
who  obeys  them.  —  Henry  Ward  Beecher, 

Every  one  hath  enough  to  do  to  govern  himself  well. 

No  man  doth  safely  rule  but  he  that  hath  learned  gladly 
to  obey.  —  Thomas  a  Kempis. 

Obedience  is  the  key  to  every  door. 

—  George  Macdonald. 

173 


174        SYSTEMATIC   INIORAL  EDUCATION 

Obedience  is  the  key  to  freedom.  No  one  is  worthy  to 
rule  who  cannot  master  himself. 

He  who  would  command  must  fii'st  learn  to  obey. 

All  obedience  worth  the  name  must  be  prompt  and 
willing. 

True  obedience  neither  procrastinates  nor  questions. 

The  rules  of  life  are  absolute,  and  we  must  obey  them. 

He  who  obeys  with  modesty  may  some  day  be  worthy 
to  command. 

That  thou  art  happy,  owe  to  God. 

That  thou  continuest  such,  owe  to  thyself  — 

That  is,  to  thy  obedience. 

—  Milton. 

Nature  is  a  kind  mother,  but  she  exacts  obedience  from 
her  children. 

Where  justice  reigns,  'tis  freedom  to  obey. 

—  James  Montgomery. 

Obedience  is  a  foundation  for  building  a  fine  character. 

Obedience  is  indeed  one  of  the  noblest  of  mental  powers. 

It  is  royal  in  the  true  sense:  born  of  divine  right,  it 
engenders  courage  and  endurance,  to  the  end  that  right 
and  progress  may  hold  sway. 

The  wicked  obey  for  fear,  the  good  for  love. 

—  Aristotle. 

2.   REAL   SELF 

A  healthy  body  is  good;  but  a  soul  in  right  health,  it 
is  the  thing  beyond  all  others  to  be  prayed  for;  the  most 
blessed  thing  this  earth  receives  from  Heaven. 

—  Carlyle. 

To  curb  the  body  and  keep  it  under  control  is  the  reason- 


QUOTATIONS;  MAXIMS;  PROVERBS   175 

able  and  prudent  course  of  every  man  who  believes  him- 
self to  have  an  immortal  part  or  soul. 

Know  thyself  as  the  Lord  of  the  chariot, 
The  body  as  only  the  car, 
Know  also  the  reason  as  drivers, 
The  horses  our  organs  are. 

There's  always  a  lower,  a  higher  choice, 

And  'tis  thine  to  choose,  to  shun 

To  list  to  the  tempter  or  hear  the  voice, 

With  cheer  in  its  tone,  "  Well  done." 

Your  loss  or  your  gain,  and  'tis  yours  to  say. 

Which  voice  you  shall  harken  from  day  to  day. 

The  safe  course  ?     Need  I  repeat  the  thought  ? 

The  higher  your  choice,  'tis  plain, 

The  clearer  the  vision  the  mind  has  caught. 

The  sweeter  the  song's  refrain. 

And  upward  mounting  the  soul's  sure  flight 

Is  bathed  in  the  grander  celestial  light. 

For  what  is  all  that  time  can  give, 
Unless  in  tune  we  truly  live  ? 
And  what  at  end  is  human  gold, 
Unless  when  life's  full  story's  told. 
Some  soul's  been  purged  because  of  touch 
Of  our  life's  gift. 

The  "Ego,  "or  real  self,  in  each  and  every  human  body 
needs  cultivation  by  living  sometimes  in  the  thought 
world.  When  my  thoughts  are  growing  more  beautiful 
and  elevating,  my  real  self  is  developing  as  the  blossoms 
unfold  in  the  spring  sunlight  and  the  soft  showers. 

My  real  self  no  one  has  ever  seen;  only  the  God  above, 
who  is  the  reader  of  all  the  pages  of  our  minds,  has  seen 
the  vision  of  my  self  as  I  really  am. 

Make  me  so  God-like  that  the  I  Will  within  me  shall 


176        SYSTEMATIC   MORAL   EDUCATION 

lead  me  only  into  paths  of  righteousness  and  to  the  doing 
of  the  Will  Divine. 

3.    SELF-CONTROL 

He  who  can  control  his  tongue,  can  number  his  friends 
by  the  score,  but  he  whose  tongue  is  unbridled  can  count 
his  foes  by  the  legion. 

He  who  lacks  self-control  lacks  one  of  life's  best  agen- 
cies, but  he  who  possesses  it  holds  the  key  to  his  o\vn 
happiness  and  the  happiness  of  others.  — Latimer. 

Character  exhibits  itself  in  self-control  of  speech  as 
much  as  in  anything  else;  the  wise  and  forbearant  man 
will  restrain  his  desire  to  say  a  smart  or  severe  thing  at 
the  expense  of  another's  feelings,  while  the  fool  blurts 
out  what  he  thinks,  and  will  sacrifice  his  friend  rather 
than  his  joke.  "The  mouth  of  a  wise  man,"  said  Solo- 
mon, *'is  in  his  heart;  the  heart  of  a  fool  is  in  his  mouth." 

Our  influence  is  measured  and  expressed  by  our  ex- 
ample and  self-control.  We  can  lead  others  no  farther 
than  we  go  ourselves. 

More  than  dominion  over  the  earth,  more  than  ascend- 
ing into  heaven,  more  than  power  over  all,  is  the  joy  of 
conquering  over  self.  —  Phillips  Brooks. 

Be  watchful !     Guard  your  heart  with  care, 

Lest  evil  passions  enter  there. 
Be  watchful !     Guard  your  lips  lest  they 

Speak  words  that  you  should  never  say. 

Whoso  keepeth  his  mouth  and  his  tongue  keepeth  his 
soul  from  trouble.  —  Solomon. 

Self-control  may  well  be  called  the  capital  of  the  pillar 
of  virtues,  for  it  heads  and  embodies  them  all. 

—  W.  E.  Gladstone. 


QUOTATIONS;  MAXIMS;  PROVERBS  177 

He  who  reigns  within  himself,  and  rules  passions,  de- 
sires, and  fears,  is  more  than  a  king.  —  Milton. 

He  that  is  slow  to  anger  is  better  than  the  mighty; 
and  he  that  ruleth  his  spirit  than  he  that  taketh  a  city. 

—  Bible. 
To  show  self-control,  to  restrain,  to  wait,  to  overcome 
present  feeling  with  forethought,  is  human  strength. 

—  Robertson. 

He  who  cannot  resist  temptation  is  not  a  man.  He  is 
wanting  in  the  highest  attributes  of  humanity. 

—  Horace  Mann. 

He  that  avoideth  not  small  faults,  by  little  and  little, 
falleth  into  greater.  —  Thomas  a  Kempis. 

The  worst  of  slaves  is  he  whom  passion  rules. 

The  greatest  man  is  he  who  chooses  the  right  with  in- 
vincible resolution;  who  resists  the  sorest  temptation 
from  within  and  without;  who  bears  the  heaviest  burdens 
cheerfully;  who  is  calmest  and  most  fearless  under  menaces 
and  frowns;  whose  reliance  is  on  truth,  on  virtue,  and  on 
God;   and  is  most  unfaltering.        — W.  E.  Channing. 

Self-control  is  only  courage  under  another  form.  It 
may  almost  be  regarded  as  the  primary  essence  of  char- 
acter. It  is  in  virtue  of  this  quality  that  Shakespeare 
defines  man  as  a  being  "  looking  before  and  after."  It 
forms  the  chief  distinction  between  man  and  the  mere 
animal;  and,  indeed,  there  can  be  no  true  manhood  with- 
out it.  —  Williams. 
4.    SERVICE 

Somebody  did  a  golden  deed; 
Somebody  proved  a  friend  in  need. 
Somebody  sang  a  beautiful  song ; 
Somebody  served  the  whole  day  long. 
Was  that  "Somebody"  you? 


178        SYSTEMATIC  MORAL  EDUCATION 

To  do  something,  however  small,  to  make  others  happier 
and  better  is  the  highest  ambition,  the  most  elevating 
hope  which  can  inspire  a  human  being, 

—  Sir  John  Lubbock. 

Small  service  is  true  service  while  it  lasts ; 
Of  friends  however  humble  scorn  not  one : 
The  daisy,  by  the  shadow  that  it  casts, 
Protects  the  lingering  dewdrop  from  the  sun. 

The  best  rulers  are  those  who  serve  well. 

The  smallest  service  is  often  the  truest  service.^ 

Lend  a  hand,  like  the  sun  that  turns  night  into  morning: 
The  light  that  guides  storm-driven  sailoi's  to  land. 
Ah,  life  were  worth  living  with  this  for  the  watchword, 
Look  up,  out,  and  forward,  and  each  lend  a  hand. 

Men  and  things  are  only  valuable  as  they  are  serviceable. 

They  also  serve  who  only  stand  and  wait.  —  Milton. 

None  recognized  more  cheerfully  than  Washington  did 
the  duty  of  willing  service;  for  unless  a  man  can  serve 
faithfully  he  will  not  rule  others  wisely. 

Do  something  for  each  other, 
Though  small  the  help  may  be; 

There's  comfort  oft  in  little  things. 
Far  more  than  others  see. 

Human  beings  owe  to  each  other  help  to  distinguish 
the  better  from  the  worse. 

The  world  generally  gives  its  admiration  not  to  the  man 
who  does  what  nobody  else  ever  attempted  to  do,  but  to 
the  man  who  does  best  what  multitudes  do  well. 

—  Macaulay. 

When  friends  are  at  your  hearth  side  met, 

Sweet  service  has  done  its  most. 
If  you  have  made  each  guest  forget 

That  he  himself  is  not  the  host.  Aldrich 


QUOTATIONS;    MAXIMS;  PROVERBS     179 

Service  comes  too  late  when  we  are  in  the  midst  of  evils. 

The  fame  of  great  men  lies  not  so  much  in  the  duties 
they  performed  as  in  the  services  they  rendered  mankind. 

The  greatest  pleasure  I  know  is  to  do  a  good  action  by 
stealth  and  have  it  found  out  by  accident. 

—  Charles  Lamb. 

If  a  man  falls  and  makes  no  attempt  to  regain  his  feet, 
let  him  lie;  if  he  falls  and  struggles  to  get  up,  help  him  to 
rise.  — Theodore  Roosevelt. 

Be  useful  where  thou  Hvest,  that  they  may  both  want 
and  wish  thy  pleasing  presence  still.  Find  out  men's 
wants  and  will,  and  meet  them  there.  All  worldly  joys  go 
less  to  the  one  joy  of  doing  kindnesses. 

—  George  Herbert. 

An  effort  made  for  the  happiness  of  others  lifts  us  above 
ourselves. 

Be  always  at  leisure  to  do  service;  never  make  business 
an  excuse  to  decline  the  offices  of  humanity. 

No  one  is  useless  in  this  world  who  lightens  the  burden 
of  another.  —  Charles  Dickens. 

No  matter  how  hard  a  person  works  or  how  much  he 
makes,  he  will  never  know  what  real  living  is  until  he  has 
helped  others. 

5.   HELPFULNESS 

Without  haste,  without  rest,  lifting  Better  up  to  Best. 

—  Emerson.  ; 
Help  thyself  and  God  will  help  thee.    —  Herbert. 

So  live  to-day,  that  when  to-morrow  comes, 
Thou  shalt  not  cloud  the  sun  with  vain  regret, 

But  let  thy  hand  and  heart  commit  those  deeds 
Which  love  for  man,  and  faith  in  God  beget. 

—  Osgood  Eliot. 


180        SYSTEMATIC   MORAL   EDUCATION 

For  none  of  us  liveth  to  himself.  — Bible. 

How  much  we  take,  how  little  we  give, 

Yet  every  life  is  meant 

To  help  all  lives ;  each  man  should  live 

For  all  men's  betterment. 

—  Alice  Gary. 

People  only  confer  favors  generously,  who  appear,  when 
they  are  once  conferred,  to  remember  them  no  more. 

—  Dr.  Johnson. 

But  remember  that  you  can  never  help  another  without, 
by  that  very  act,  helping  yourself. 

The  very  thought  that  we  are  of  assistance  to  some 
one  in  life,  that  some  one  is  better  or  happier  because  we 
are  carrying  out  our  part  of  God's  great  plan,  helps,  not 
only  ourselves  on  the  onward  way,  but  helps  others  to  be 
what  the  Great  Architect  intended  them  to  be. 

—  Phillips  Brooks. 

Be  helpful,  and  the  help  shall  raise  some  brother  to  a 
higher  plain,  and  lift  him  to  the  heights  from  whence  God 
sheds  his  radiance  to  the  human  soul. 

—  Phillips  Brooks. 

6.    KINDNESS 

She  doeth  little  kindnesses, 

Which  most  leave  undone  or  despise, 

For  naught  which  sets  one's  heart  at  ease, 

And  giveth  happiness  or  peace, 

Is  low  esteemed  in  her  eyes. 

—  J.  R.  Lowell. 

Kindness  and  consideration  for  the  feelings  of  others  are 
the  marks  of  the  true  man  or  woman.  —  J.  T.  Doyle. 

Little  acts  of  kindness. 

Little  deeds  of  love. 
Make  this  earth  an  Eden, 

Like  the  Heaven  above. 


QUOTATIONS;    MAXIMS;  PROVERBS     181 

Be  good,  sweet  maid,  and  let  who  will  be  clever. 

Do  noble  deeds,  not  dream  them  all  day  long; 
And  so  make  life,  death,  and  that  vast  forever, 

One  grand,  sweet  song. 

Every  deed  of  kindness  which  we  do,  every  act  of  love 
we  show,  reflects  the  blessing  of  its  brightness  on  our  own 
soul  and  leaves  us  with  a  feeling  of  duty  well  done. 

Kindness  consists  in  always  thinking  of  others  as  we  do 
of  ourselves,  and  not  unnecessarily  hurting  the  feelings  of 
the  most  unlovely  of  God's  creatures. 
t    Do  one  act  of  kindness  every  day,  this  is  better  than 
sacrifice. 

7.   GOOD   WILL 

Do  not  think  of  your  faults,  still  less  of  other's  faults; 
in  every  person  who  comes  near  you,  look  for  what  is  good 
and  strong;  honor  it,  rejoice  in  it,  and  as  you  can  try  to 
imitate  it,  and  your  faults  will  drop  off  like  dead  leaves, 
when  the  time  comes. 

Instead  of  trying  to  pick  out  the  worst  things  that  can 
be  said  about  other  people,  let  us  select  some  of  their 
good  traits.  It  may  come  hard  at  first,  but  it  will  be 
easier  and  easier  as  we  improve  by  practice. 

If  wisdom's  ways  you'd  wisely  seek, 

Five  things  observe  with  care; 
Of  whom  you  speak,  to  whom  you  speak, 

And  how,  and  when,  and  where. 

"But  I,"  cried  the  fresh-hearted  New  Year,  "I  shall 
try  to  leave  men  wiser  than  I  find  them.  I  will  offer  them 
freely  whatsoever  good  gifts  Providence  permits  me  to 
distribute,  and  will  help  them  to  be  thankful  for  what 
they  have,  and  humbly  hopeful  for  more." 

— Nathaniel  Hawthorne. 


182       SYSTEMATIC  MORAL  EDUCATION 

"Peace  on  earth,"  and  its  accompanying  message, 
"Good  will  toward  men,"  is  the  beautiful  benediction  of 
bygone  days. 

8.   CHARITY 

I  have  more  confidence  in  the  charity  which  begins  in  the 
home  and  diverges  into  a  large  humanity,  than  in  the 
world-wide  philanthropy  which  begins  at  the  outside  of 
our  horizon  to  converge  into  egotism. 

—  Mrs.  Jameson. 

To  complain  that  life  has  no  joys  while  there  is  a  single 
creature  whom  we  can  relieve  by  our  bounty,  assist  by  our 
counsels,  or  enliven  by  our  presence,  is  to  lament  the  loss 
of  that  which  we  possess,  and  is  just  as  irrational  as  to 
die  of  thirst  with  the  cup  in  our  hands. 

—  FiTZOSBORNE. 

But  when  thou  doest  alms,  let  not  thy  left  hand  know 
what  thy  right  hand  doeth.  — Bible. 

^    You  must  have  a  genius  for  charity  as  well  as  for  any- 
thing else.  — Thoreau. 

It  is  an  old  saying,  that  charity  begins  at  home;  but  this 
is  no  reason  it  should  not  go  abroad.   —  Cumberland, 

As  the  purse  is  emptied  the  heart  is  filled. 

—  Victor  Hugo. 
Give  and  it  shall  be  given  unto  you,  good  measure, 

pressed  down,  shaken  together,  and  running  over. 

—  Bible. 
As  you  measure  unto  others  they  will  measure  back  to 
you. 

We  should  give  as  we  would  receive,  cheerfully,  quickly, 
and  without  hesitation;  for  only  so  is  the  gift  acceptable. 

—  Seneca. 


QUOTATIONS;  MAXIMS;  PROVERBS  183 

Charity  itself  fulfills  the  law, 

And  who  can  sever  love  from  charity  ? 

■ —  Shakespeare. 

The  charity  which  gives  freely,  with  no  thought  of  any 
gain  to  one's  self  in  return,  is  the  only  true  charity  and 
the  only  kind  which  really  sheds  a  reflex  blessing  on  the 
giver.  —  Black. 

Give  of  thyself  the  best  that  is  in  you  to  the  world. 
This  is  within  the  province  of  every  one  and  indeed  no 
one  is  so  humble  or  so  poor  but  what  he  can  better  the 
world  by  giving  his  best  to  humanity. 

When  giving  of  this  world's  goods  to  aid  some  one  who 
is  not  so  well  off  as  yourself,  always  remember  to  send 
some  love  and  loving  thought  with  the  charity,  and  your 
own  life  will  grow  sweeter  thereby.  —  Phillips  Brooks. 

When  an  opportunity  to  do  some  charitable  deed  comes, 
do  not  sit  too  long  thinking  whether  the  people  are  worthy, 
but  do  what  you  can  "In  His  name,"  and  all  will  be  well. 

—  Phillips  Brooks. 

Do  all  the  good  you  can,  in  all  the  ways  you  can,  in  all 
the  places  you  can,  to  all  the  people  you  can.  This  is 
true  charity.  — Phillips  Brooks. 

9.   HOME   AND   PARENTS 

You  must  not  look  for  a  maiden  fair, 
With  starry  eyes  and  golden  hair; 
Her  hair  may  be  threaded  with  silver  gray, 
But  one  glance  of  her  eyes  drives  care  away, 
And  the  touch  of  her  hand  is  so  soft  and  light 
When  it  smoothes  out  a  place  for  your  head  at  night, 
If  you  know  of  some  one  just  like  this, 
My  household  fairy  you  cannot  miss  — 
It's  "  Mother." 


184        SYSTEMATIC  MORAL  EDUCATION 

The  boys  that  are  wanted  are  loving  boys, 
Fond  of  home  and  father  and  mother, 
Counting  the  old-fashioned  household  joys 
Dearer  and  sweeter  than  any  other. 

The  girls  that  are  wanted  are  home  girls, 
Girls  that  are  mother's  right  hand, 
That  fathers  and  brothers  can  trust  too, 
And  the  little  ones  understand. 

In  the  home,  in  the  social  circle,  at  work,  at  play,  let 
us  always  and  only  reflect  credit  on  those  who  from  in- 
fancy have  done  their  best  to  train  us  in  the  right  way  — 
father  and  mother. 

Honor  thy  father  and  thy  mother  that  thy  days  may  be 
long  in  the  land  which  the  Lord  thy  God  giveth  thee. 

—  Bible. 

10.   CLEANLINESS 

Cleanliness  is  next  to  Godliness. 

Live  with  men  as  if  God  saw  you;  speak  to  God  as  if 
men  heard  you. 

Blessed  are  the  pure  in  heart.  —  Bible. 

Unto  the  pure  all  things  are  pure.  —  Bible. 

Keep  thyself  pure  in  thought  and  outer  life,  and  thy 
soul  shall  reflect  the  whiteness,  as  the  lake  the  silvery 
whiteness  of  the  moon. 

The  impress  that  a  man  makes  on  mankind  depends  upon 
what  he  believes,  —  upon  what  he  loves,  —  and  men  of  pure 
thoughts  shine  like  stars,  and  make  others  purer  by  being 
purely  shone  upon. 

Purity  is  to  the  mind  what  cleanliness  is  to  the  body. 
Self-respect,  the  soul's  health,  and  our  associations  demand 
it. 


QUOTATIONS;  MAXIMS;  PROVERBS  185 

In  a  certain  degree,  impure  thoughts  are  always  revealed 
in  the  face,  and  those  who  have  insight  and  experience 
can  immediately  see  all  the  loathsomeness  of  such  a  mind. 
The  one  who  has  governed  his  thoughts  has  mastered  his 
passions,  and  has  put  his  body  under  him.  Cleanliness 
of  soul  is  as  important  as  is  cleanliness  of  the  body. 

If  we  desire  healthy  bodies,  we  must  keep  them  physically 
clean.  So,  too,  if  you  would  be  truly  righteous,  you  must 
cultivate  that  cleanliness  which  is  not  of  the  body,  but  of 
the  soul. 

Cleanliness  is  to  the  body  what  purity  is  to  the  mind. 
.  .  .  minister  to  a  mind  diseased, 

Cleanse  the  stuff' d  bosom  of  that  perilous  stuff 
Which  weighs  upon  the  heart. 

—  Shakespeare. 

Pure  air,  pure  water,  sunlight,  and  personal  cleanliness 
are  nature's  disinfectants. 

Nearly  four  hundred  years  ago,  one  evening  at  a  play 
in  one  of  the  courts  of  Europe,  a  boy  was  covered  over  with 
gilt  so  as  to  look  like  a  cherub.  In  a  few  hours  he  became 
very  ill,  and  died  before  morning,  in  spite  of  all  the  doctors 
could  do  for  him.  He  was  poisoned  because  the  perspira- 
tion was  kept  in  his  body  instead  of  being  allowed  to  escape 
freely  as  nature  demands. 

Blessed  are  the  pure  in  heart,  for  they  shall  see  God. 

—  Bible. 

Even  from  the  body's  purity  the  mind  receives  a  secret, 
sympathetic  aid.  — Thompson. 

The  face  is  the  mirror  of  the  soul. 
Cleanliness  of  the  body  was  ever  esteemed  to  proceed 
from  a  due  reverence  to  God.  — Bacon. 


186        SYSTEMATIC  MORAL  EDUCATION 
11.   AMIABILITY 

Be  amiable.     Give  this  lonesome  world  a  smile. 
We  stay,  at  longest,  but  a  little  while. 
Hasten  we  must  or  we  shall  lose  the  chance 
To  give  the  gentle  word,  the  kindly  glance. 
Be  sweet  and  tender,  that  is  doing  good ; 
'Tis  doing  what  no  other  good  deed  could. 

Kind  hearts  are  more  than  coronets, 
And  simple  faith  than  Norman  blood. 

—  Tenntson. 

We  have  careful  thoughts  for  the  stranger, 

And  smiles  for  the  sometimes  guest; 

But  oft  for  our  own 

The  bitter  tone, 

Though  we  love  our  own  the  best. 

—  Margaret  E.  Sangster. 

The  inner  side  of  every  cloud 

Is  bright  and  shining; 
And  so  I  turn  my  clouds  about. 
And  always  wear  them  inside  out, 

To  show  the  cheerful  lining. 

What  profits  it  to  repeat 
How  time  is  shifting  underneath  our  feet; 
Unborn  to-morrow,  and  dead  yesterday  — 
Why  fret  about  them,  if  to-day  be  sweet  ? 

12.   HONOR 

The  soul  asks  honor,  and  not  fame;  to  be  upright,  not 
to  be  successful;  to  be  good,  not  prosperous;  to  be  essen- 
tially, not  outwardly,  respectable. 

—  Robert  Louis  Stevenson. 

My  conscience  hath  a  thousand  several  tongues. 
And  every  tongue  brings  in  a  several  tale, 
And  every  tale  condemns  me  for  a  villain. 


QUOTATIONS;    MAXIMS;  PROVERBS     187 

Conscience  is  the  voice  of  God  in  the  soul  of  man.  If 
we  Usten  to  it,  it  will  speak  clearer  and  clearer,  and  always 
guide  us  right.  But  if  we  turn  a  deaf  ear  to  it,  it  will 
fade  out  little  by  little  and  leave  us  all  in  the  dark,  without 
a  guide.  Our  lives  depend  upon  the  heeding  of  this  little 
voice. 

Honor  and  shame  from  no  condition  rise, 
Act  well  your  part,  there  all  the  honor  lies. 

—  Pope. 

What  is  honor?  'Tis  the  finest  sense  of  justice  which 
the  human  mind  can  frame.  — Wordsworth. 

Where  honor   ceaseth,   there  knowledge   decreaseth. 

—  Shakespeare. 

A  man  who  breaks  his  word,  bids  others  to  be  false  to  him. 

Honor  is  purchased  by  the  deeds  we  do. 

Appeal  to  a  boy's  honor,  and  you  touch  the  tenderest 
spot  in  his  nature.  — Wendell  Phillips. 

I  will  be  honest.     Why  ?     Because  'twill  pay  ? 
No,  just  because  'tis  God's  and  Nature's  way. 

An  honest  man's  the  noblest  work  of  God. 
Honesty,  the  greatest  of  virtues,  because  it  includes  self- 
examination,  self-respect,  self-direction. 
Honesty  will  bring  its  own  reward. 

To  thine  own  self  be  true  ; 

And  it  must  follow  as  the  night  the  day, 

Thou  can'st  not  then  be  false  to  any  man. 

—  Shakespeaee. 

From  our  ancestors  come  our  names,  but  from  our 
honesty  our  honor. 

Dare  to  be  true,  nothing  can  need  a  lie. 

A  fault  which  needs  it  most  grows  twice  thereby. 

The  basis  of  high  thinking  is  perfect  honesty. 


188        SYSTEMATIC  MORAL  EDUCATION 

Train  a  boy  to  be  brave  and  to  speak  the  truth,  and  you 
have  done  the  best  you  can  for  him.  The  rest  he  must  do 
for  himself. 

The  honest  penny  is  better  than  the  stolen  dollar. 

Honesty  and  truth  need  no  loud  protestation. 

Oh,  what  a  tangled  web  we  weave, 
When  first  we  practice  to  deceive. 

He  who  has  Hght  within  his  own  clean  breast, 
May  sit  in  the  center  and  enjoy  bright  day, 
But  he  who  hides  a  dark  soul  and  foul  thoughts 
Benighted  walks  under  the  noonday  sun, 
Himself  is  his  own  dungeon. 

Truth  is  tough.  It  will  not  break  like  a  bubble  at  a 
touch.  Nay,  you  may  kick  it  about  all  day,  like  a  football; 
it  will  be  round  and  full  at  evening. 

Truth  is  the  highest  thing  that  man  may  keep. 

Honesty  is  that  which  compels  us  to  look  the  world 
in  the  face  and  when  wrong  acknowledge  it,  when  we  see 
and  know  the  right  to  do  it,  and  always,  under  all  cir- 
cumstances, to  keep  a  good  conscience,  and  be  honest  with 

ourselves. 

Give  me,  kind  heaven,  a  private  station, 

A  mind  serene  for  contemplation; 
Title  and  profit  I  resign, 

The  post  of  Honor  shall  be  mine. 

—  Gay. 

How  happy  is  he  born  and  taught. 
That  serveth  not  another's  will ; 
Whose  armor  is  his  honest  thought, 
And  simple  truth  his  utmost  skill. 

—  Sir  H.  Wotton. 

Worth,  courage,  honor,  these  indeed 
Your  sustenance  and  birthright  are. 

—  E.  C.  Stedman. 


QUOTATIONS;  MAXIMS;  PROVERBS  1C9 

Pursue  your  studies  in  the  way  your  conscience  calls 
honest. 

Do  the  things  you  do  do 
Right,  and  right  away, 
Careful  of  the  doings  you 
Are  doing  every  day. 
All  that's  worth  the  doing 
Is  done  for  love,  forsooth, 
Done  for  Honor's  wooing. 
Done  for  justice,  truth. 

If  honor  be  the  word  on  the  escutcheon  of  your  heart, 
you  will  find  yourself  numbered  with  the  noblest,  truest, 
and  worthiest  of  the  sons  of  earth.    —  Horace  Mann. 

13.   COURAGE 

The  man  or  the  woman  who  has  the  courage  of  his  or 
her  convictions  is  the  one  to  whom  the  world  takes  off 
its  hat!  — Charles  E.  Hughes. 

To  do  right  at  all  times,  in  all  places,  and  under  all 
circumstances,  may  take  courage,  but  it  pays,  for  the  world 
is  always  looking  for  moral  heroes  to  fill  its  high  places. 

—  Theodore  Roosevelt. 

Be  not  ashamed  always  the  truth  to  tell, 

Nor  fear  —  a  coward  slave  —  to  act  thy  part ; 

The  secret  of  life's  joy  is  life  lived  well  ; 

Trust,  trust  begets ;  and  strength  of  heart  wins  heart. 

Courage  is  that  within  us  which  impels  us  always  to 
do  the  right,  and  follow  the  dictates  of  a  sensitive  con- 
science, even  when  it  means  being  misunderstood  and 
perhaps  censured.  —  Drake. 

A  great  deal  of  talent  is  lost  in  the  world  for  the  want 


190        SYSTEMATIC  MORAL  EDUCATION 

of  a  little  courage.  The  fact  is,  that  to  do  anything  in 
the  world  worth  doing,  we  must  not  stand  shivering  and 
thinking  of  the  cold,  and  the  danger,  but  jump  in  and 
scramble  through  as  well  as  we  can. 

—  Sydney  Smith. 

The  courage  of  self-sacrifice  is  the  best  kind  of  bravery. 
It  is  needed  not  only  in  large  but  also  in  small  things; 
things  of  everyday  occurrence. 

A  good  cause  makes  a  stout  heart  and  a  strong  arm. 

Daring  and  potent  courage,  especially  that  of  moral 
strength,  is  true  chivalry.  — Bennett. 

In  this  age  of  commercialism,  when  religious  and  moral 
scruples  are  swept  aside  in  the  mad  rush  for  gain,  let  us 
not  lack  courage  to  do  what  is  both  honorable  and  just. 

Thej'^  can  conquer  who  believe  they  can.  He  has  not 
learned  the  lesson  of  life  who  does  not  every  day  surmount 
a  fear.  —  Emerson. 

In  olden  times  courage  to  fight  well  in  battle  was  most 
important.  But,  now,  courage  to  live  honestly  and  help- 
fully is  more  important. 

I  know  not  where  to-morrow's  paths  may  wend, 
Nor  what  the  future  holds ;  but  this  I  know, 
Whichever  way  my  feet  are  forced  to  go, 
I  shall  be  given  courage  to  the  end. 

—  Ella  Wheeler   Wilcox. 

Dare  to  do  right,  dare  to  be  true ! 
For  you  have  a  work  no  other  can  do  I 
Do  it  so  bravely,  so  kindly,  so  well, 
Angels  will  hasten  the  story  to  tell. 

Cowards  die  many  times  before  their  death. 
The  vahant  never  taste  of  death  but  once. 

—  Shakespeare, 


QUOTATIONS;    MAXIMS;   PROVERBS      191 

In  the  world's  broad  field  of  battle, 

In  the  bivouac  of  life, 
Be  not  like  dumb,  driven  cattle  1 

Be  a  hero  in  the  strife. 

—  Longfellow. 

True  courage  standeth  not  to  waver, 

Or  reason  thus,  or  so ; 
But  in  a  firm  and  quiet  manner 

Doth  say  the  timely  "  No." 


14.   WORK 

Work  is  given  to  man  not  only  because  the  world  needs 
it,  but  because  the  workman  needs  it.     Work  makes  men. 

The  genius  of  success  is  still  the  genius  of  labor. 

—  Garfield. 

Life's  master  word  is  Work.  With  this  magic  word  in 
one's  heart  all  things  are  possible.  It  is  the  touchstone 
of  progress  and  the  key  to  success,  — White. 

Hope  for  the  best  and  constantly  work  for  it.  Whether 
it  be  for  life  or  death,  do  your  own  work  well. —  Ruskin. 

A  man  may  hide  himself  from  you  in  every  way,  but  he 
cannot  in  his  work.  —  Ruskin. 

We  are  always  spending  our  time  well  when  we  are 
devoting  ourselves  to  work  which  daily  compels  us  to 
make  progress  in  our  development.  —  Goethe. 

I  am  glad  a  task  to  me  is  given, 

To  labor  day  by  day; 
For  it  brings  me  health,  and  strength,  and  hope, 

And  I  cheerfully  learn  to  say, 
"  Head  you  may  think,  Heart  j^ou  may  feel. 

But  hand  you  should  work  alway." 

—  L.  M.  Alcott. 


192        SYSTEMATIC  MORAL  EDUCATION 

All  true  Work  is  sacred;  in  all  true  Work,  were  it  but 
true  hand  labor,  there  is  something  of  divineness. 

—  Carlyle. 

Sloth  makes  all  things  difficult,  but  industry  makes  all 
things  easy;  and  he  that  riseth  late  must  trot  all  day, 
and  shall  scarce  overtake  his  business  at  night,  while 
laziness  travels  so  slowly  that  poverty  soon  overtakes  him. 

—  Franklin. 

Blest  work  I  if  ever  thou  wert  curse  of  God, 
What  must  his  blessing  be  I 

—  J.  B.  Selkirk. 

Labor  may  be  a  burden  and  a  chastisement,  but  it  is 
also  an  honor  and  a  glory.  Without  it  nothing  can  be 
accomplished.  All  that  is  great  in  man  comes  through 
work,  and  civilization  is  its  produc^.  Were  labor  abolished, 
the  race  of  Adam  were  at  once  stricken  by  moral  death. 

—  Smiles. 

Pull  away  cheerily,  work  with  a  will ! 

Day  after  day  every  task  should  be  done. 

Idleness  bringeth  us  trouble  and  ill ; 

Work  with  the  heart  and  work  with  the  brain. 

Work  with  the  hands  and  work  with  the  will ; 

Step  after  step  we  shall  reach  the  high  plain, 

Then  pull  away  cheerily,  work  with  a  will. 

—  Thompson. 

God  hath  set  labor  and  rest,  as  day  and  night,  to  men 
successive.  —  Milton. 

Nothing  is  denied  to  well-directed  labor;    nothing  is 
ever  to  be  attained  without  it. —  Sir  Joshua  Reynolds. 
^    Toil,  I  repeat  —  toil,  either  of  the  brain,  of  the  heart, 
or  of  the  hand,  is  the  only  true  manhood,  the  only  true 
nobility!  — Orville  Dewey. 


QUOTATIONS;    MAXIMS;  PROVERBS     193 

We  need  the  boy  who's  not  afraid 
To  do  his  share  of  work, 
Who  never  is  by  toil  dismayed, 
And  never  tries  to  shirk. 

No  work  is  worth  doing  badly,  and  he  who  puts  his  best 
into  every  task  will  outstrip  the  man  who  waits  for  a  great 
opportunity.  — T.  Chamberlain. 

To  speak  or  to  write,  Nature  did  not  peremptorily  order 
thee;   but  to  work  she  did.  — Carlyle. 

Work  is  God's  greatest  gift  to  man,  and  the  angel  of 
success. 

Do  not  be  the  drone  in  the  hive.  Work  hard,  patiently, 
and  well.  All  the  great  men  "whose  names  come  echoing 
through  the  corridors  of  time,"  as  Longfellow  wrote, 
earned  their  success  by  constant  and  faithful  application. 

If  little  labor,  little  are  our  gains, 

Man's  fortunes  are  according  to  his  pains. 

—  Herrick. 
Make  believe  your  work  is  play. 

And  strive  with  all  your  might; 
The  weariness  will  fly  away, 
And  work  become  delight. 

Avoid  all  that  is  unworthy  of  an  honorable  mind. 
Gradually  see  what  kind  of  work  you  can  do;  for  it  is  the 
first  of  all  problems  for  a  man  to  find  out  what  kind  of 
work  he  is  to  do  in  this  universe.  —  Carlyle. 

Work,  and  the  health  to  do  it,  are  the  greatest  blessings 
God  gives  to  mankind.  —  Pearley. 

No  man  is  born  into  the  world  whose  work 
Is  not  born  with  him ;   there  is  always  work, 
And  tools  to  work  withal,  for  those  who  will. 

—  Lowelij. 


194        SYSTEMATIC  MORAL  EDUCATION 

There  is  always  hope  in  a  man  that  actually  and 
earnestly  works;  in  idleness  alone  is  there  perpetual 
despair. 

Pleasure  is  a  jewel  which  will  only  retain  its  luster  in  a 
setting  of  work.  —  Lecky. 

15.   PUNCTUALITY 

Punctuality  and  politeness  make  the  gentleman. 

Better  three  hours  too  soon  than  one  minute  too  late. 

The  late  comer  spoils  the  play. 

Punctuality  begets  confidence  and  respect. 

Punctuahty  is  the  stern  virtue  of  a  business  man. 

Never  defer  till  to-morrow  what  you  can  do  to-day. 

A  lack  of  punctuality,  of  promptness  in  keeping  ap- 
pointments, is  the  most  troublesome  fault,  yet  one  of  the 
very  commonest,  so  common  that  an  often  used  proverb 
declares  that  "  the  punctual  man  always  has  to  wait." 

In  the  business  world  many  a  reputation  has  been  ruined 
by  a  failure  to  keep  engagements  or  to  meet  obligations 
on  time. 

I  give  it  as  my  deliberate  and  solemn  conviction  that 
the  individual  who  is  habitually  tardy  in  meeting  an  ap- 
pointment will  never  be  respected  or  successful  in  life. 

—  FiSK.     : 

It  is  no  use  running;  to  set  out  in  good  time  is  the  main. 

I  have  always  been  a  quarter  of  an  hour  before  my  time, 
and  it  has  made  a  man  of  me.  — Lord  Nelson.    , 

Unfaithfulness  in  the  keeping  of  an  appointment  is  an 
act  of  clear  dishonesty.  You  may  as  well  steal  a  man's 
money  as  his  valuable  time.  —  Horace  Mann. 

I  could  never  think  well  of  a  man's  intellectual  or  moral 


QUOTATIONS;  MAXIMS;  PROVERBS  195 

character  if  he  was  habitually  unfaithful  to  his  appoint- 
ments. —  Emmons. 

If  you  make  an  appointment  yourself,  let  nothing  but 
the  most  urgent  necessity  cause  you  to  break  it.  If  the 
appointment  is  made  for  you  by  some  one  else,  show  that 
one  the  courtesy  of  meeting  the  appointment  promptly. 

Procrastination  is  the  thief  of  time : 
Year  after  year  it  steals  till  all  are  fled, 
And  to  the  mercies  of  a  moment  leaves 
The  vast  concerns  of  an  eternal  scene. 

—  Young. 

If  you  have  any  duty  which  must  be  done,  and  it  seems 
disagreeable,  do  it  promptly  and  have  it  over, 

—  Thomas  Jefferson. 

Whenever  a  task  is  set  for  you, 

Don't  idly  sit  and  view  it. 
Nor  be  content  to  wish  it  done. 

Begin  at  once  to  do  it. 

Never  leave  that  till  to-morrow  which  you  can  do  to-day. 

Are  you  in  earnest  ? 

Seize  this  very  minute  ! 
What  you  can  do,  or  think, 

You  can  begin  it. 

—  Goethe. 

Time  is  always  on  the  wing, 

You  can  never  stop  its  flight. 
Then  do  at  once  your  little  task, 

Happier  you  will  be  at  night. 

Do  at  once  the  thing  which  is  set  before  you  which  you 
do  not  feel  like  doing.  No  task  ever  grows  less  irksome 
by  sitting  down  and  delaying  its  accomplishment.  What 
you  must  do,  do  at  once  and  have  it  done,  then  sit  down 
and  enjoy  the  fact  of  its  completion. 


196        SYSTEMATIC  MORAL  EDUCATION 

Be  sure  you  are  right,  then  go  ahead.  Don't  procrasti- 
nate, but  looking  toward  the  goal,  finish  the  work  as  quickly 
and  well  as  possible. 

16.    PERSEVERANCE 

If  a  boy  should  get  discouraged 

At  lessons  or  at  work, 
And  say,  "  There's  no  use  trying," 

And  all  hard  tasks  should  shirk, 
And  keep  on  shirking,  shirking, 

Till  the  boy  became  a  man, 
I  wonder  what  the  world  would  do, 

To  carry  out  its  plan  ? 

The  coward  in  the  conflict 

Gives  up  at  first  defeat; 
If  once  repulsed,  his  courage 

Lies  shattered  at  his  feet. 
The  brave  heart  wins  the  battle, 

Because  through  thick  and  thin, 
He'll  not  give  up  as  conquered, 

He  fights,  and  fights  to  win. 

So,  Boys,  don't  get  discouraged, 

Because  at  first  you  fail; 
If  you  but  keep  on  trying, 

At  last  you  will  avail. 
Be  stubborn  against  failure, 

Try,  try,  and  try  again, 
The  boys  who  keep  on  trying 

Have  made  the  world's  best  men, 

—  Anonymous. 

No  longer  let  me  shun  my  part, 

Amid  the  busy  scenes  of  life 

But  with  a  warm  and  generous  heart, 

Press  onward  in  the  glorious  strife. 

—  Bryant. 


QUOTATIONS;  MAXIMS;  PROVERBS  197 

The  heights  by  great  men  reached  and  kept 
Were  not  attained  by  sudden  flight; 

But  they,  while  their  companions  slept, 
Were  toiling  upward  through  the  night. 

—  Longfellow. 
If  little  labor,  little  are  our  gains ; 

Man's  fortunes  are  according  to  his  pains. 

—  Herrick. 

Never  be  discouraged  by  trifles.  If  a  spider  breaks  his 
thread  twenty  times,  he  will  mend  it  as  many.  Persever- 
ance and  patience  will  accomplish  wonders. 

How  poor  are  they  that  have  not  patience. 
What  wound  did  ever  heal  but  by  degrees  1 

—  Shakespeabe. 
Be  not  fitful,  but  stick  to  your  work, 

Never  let  it  be  said  that  you  are  a  shirk. 
But  when  any  task  is  fairly  begun. 
Keep  pegging  away  until  it  is  done. 

Don't  be  discouraged,  keep  on  trying,  and  you  will  get  your  wish 
For  sometimes  the  very  shortest  line  brings  up  the  largest  fish. 

—  Gentsch. 

Do  not  let  mistakes  discourage  you.  There  is  precious 
instruction  to  be  got  by  finding  that  we  are  wrong.  Let  a 
man  try  faithfully,  manfully,  to  do  right,  and  he  will  grow 
daily  more  and  more  right.  —  Carlyle. 

The  law  of  worthy  life  is  fundamentally  the  law  of  strife. 
It  is  only  through  labor  and  painful  effort,  by  grim  energy 
and  resolute  courage,  that  we  move  on  to  better  things. 

—  Theodore  Roosevelt. 

You  will  find  that  luck 

Is  only  pluck 
To  try  things  over  and  over. 
Patience  and  skill, 
Courage  and  will 

Are  the  four  leaves  of  Luck's  clover. 


198        SYSTEMATIC  MORAL  EDUCATION 

The  tendency  to  persevere,  to  persist  in  spite  of  hin- 
drances, discouragements,  and  impossibihties,  —  it  is  this 
that  in  all  things  distinguishes  the  strong  soul  from  the 
weak.  —  Carlyle. 

Everjrthing  comes  to  him  who  waits  —  and  hustles  while 
he  waits. 

The  French  have  a  saying  that  "  Patience  and  length  of 
time  accomplish  more  than  force  or  anger."  Perseverance 
in  the  pursuance  of  any  duty  or  desire  reaches  the  goal 
ultimately.  —  Brooks. 

17.   TEMPERANCE 

Temperance  is  a  kind  of  power  to  hold  appetite  at  arm's 
length,  as  it  were;  to  handle  it  or  put  it  away  according  to 
one's  will.  It  is  like  the  regulator  of  the  clock,  which  pre- 
vents it  from  going  too  fast  or  too  slow. 
■  Intemperance  destroys  self-respect,  the  soul's  health; 
to  deny  one's  self  is  good  practice  in  self-restraint.  And 
also  to  deny  one's  self  overindulgence  is  the  groundwork 
of  all  habits  of  temperate  living. 

Temperance  and  labor  are  the  two  best  physicians  of  man. 

—  Rousseau. 

Moderation  is  the  silken  skein  running  through  the  pearl 
chain  of  all  virtues.  —  Dr.  Fuller. 

Temperance  is  a  bridle  of  gold:  he  who  uses  it  aright  is 
more  like  a  god  than  a  man.  —  Richard  Burton. 

Temperance  keeps  the  senses  clear  and  unembarrassed, 
and  makes  them  seize  the  object  with  more  keenness  and 
satisfaction.  It  appears  with  life  in  the  face,  and  decorum 
in  the  person;  it  gives  you  the  command  of  your  head, 
secures  your  health,  and  preserves  you  in  a  condition  for 
business,  — J.  Collier. 


QUOTATIONS;    MAXIMS;  PROVERBS     199 

Abstaining  so  as  to  enjoy  is  the  very  perfection  of  all 
reason.  —  Epicurus. 

Temperance  puts  coals  on  the  fire,  meal  in  the  barrel, 
money  in  the  purse,  credit  in  the  community,  contentment 
in  the  house,  clothes  on  the  children,  vigor  in  the  body, 
and  intelligence  in  the  whole  constitution. 

—  Benjamin  Franklin. 

Take  temperance  to  thy  breast, 
While  yet  is  the  hour  of  choosing; 

For  better  than  fortune's  best 
Is  mastery  in  the  using. 

—  Louise  Guiney. 

The  welfare  of  the  state  demands  that  every  one  shall 
practice  temperance,  as  the  root  and  groundwork  of  an 
orderly  life.  Temperance  in  all  things,  not  only  in  personal 
habits,  but  in  thought  and  action. 

Temperance  in  all  things  is  the  only  safe  line  in  which  to 
keep.  To  be  temperate  in  speech,  in  thought,  in  actions,  in 
eating,  in  all  enjoyments;  to  have,  in  a  word,  absolute 
control  over  all  one's  appetites,  is  real  temperance. 

A  temperate  person  is  master  of  all  his  appetites.  The 
intemperate  person  is  ruled  by  his  appetite,  and  thus 
becomes  a  slave.  At  each  moment  of  a  man's  life  he  is 
either  a  king  or  a  slave.  As  he  surrenders  to  a  wrong  appe- 
tite, to  any  human  weakness,  to  any  failure,  he  is  a  slave. 
As  he  day  by  day  crushes  out  human  weakness,  he  re-creates 
a  new  self  from  the  sin  and  folly  of  the  past  —  he  is  a  king. 

18.   PATRIOTISM 

He  serves  his  party  best,  who  serves  the  country  best. 

—  R.  B.  Hayes. 
This  is  a  maxim  which  I  have  received  by  hereditary 
tradition  not  only  from  my  father,  but  also  from  my  grand- 


200        SYSTEMATIC  MORAL  EDUCATION 

father  and  his  ancestors,  that  after  what  I  owe  to  God, 
nothing  should  be  more  dear  or  more  sacred  than  the  love 
and  respect  I  owe  to  my  own  country. 

-De  Thou. 

Be  just  and  fear  not; 
Let  all  the  ends  thou  aimst  at,  be  thy  country's, 
Thy  God's,  and  truth's. 

—  Shakespeare. 

Such  is  the  patriot's  boast,  where'er  we  roam, 
His  first,  best  country  ever  is  at  home. 

—  Goldsmith. 

I  love  my  country's  good,  with  a  respect  moretender^. 
more  holy  and  profound,  than  mine  own  life. 

—  Shakespeare. 

Hail,  Columbia  !   happy  land  ! 

Hail,  ye  heroes  !    heaven-born  band  I 

Who  fought  and  bled  in  freedom's  cause. 
And  when  the  storm  of  war  was  gone, 
Enjoyed  the  peace  your  valor  won. 

Let  independence  be  our  boast, 

Ever  mindful  what  it  cost; 

Ever  grateful  for  the  prize, 

Let  its  altar  reach  the  skies  ! 

—  Joseph  Hopkinson. 

Strike  —  for  your  altars  and  your  fires; 
Strike  —  for  the  green  graves  of  your  sires ; 
God,  and  your  native  land  ! 

—  Fitz-Greene  Halleck. 

One  flag,  one  land,  one  heart,  one  hand, 
One  nation  evermore. 

—  Holmes. 

If  any  one  attempts  to  haul  down  the  American  flag, 
shoot  him  on  the  spot.  —  John  A.  Dix. 

The  noblest  motive  is  the  public  good. 

—  Virgil. 


QUOTATIONS;    MAXIMS;  PROVERBS     201 

The  union  of  lakes,  the  union  of  lands, 

The  union  of  States  none  can  sever, 
The  union  of  hearts,  the  union  of  hands, 

And  the  flag  of  our  Union  forever  I 

—  George  P.  Morris. 

I  was  born  an  American;  I  live  an  American;  I  shall  die 
an  American.  — Daniel  Webster. 

Our  hearts,  our  hopes,  are  all  with  thee, 
Our  hearts,  our  hopes,  our  prayers,  our  tears. 
Our  faith  triumphant  o'er  our  fears. 
Are  all  with  thee,  —  are  all  with  thee  ! 

—  Longfellow. 

I  am  not  accustomed  to  the  language  of  eulogy;  I  have 
never  studied  the  art  of  paying  compliments  to  women; 
but  I  must  say  that  if  all  that  has  been  said  by  orators 
and  poets,  since  the  creation  of  the  world,  in  praise  of 
woman,  was  applied  to  the  women  of  America,  it  would 
not  do  them  justice  for  their  conduct  during  this  war. 

—  Abraham  Lincoln. 

How  dear  is  fatherland  to  all  noble  hearts!  — 

—  Voltaire. 

Let  our  object  be  our  country,  our  whole  country,  and 
nothing  but  our  country.  And,  by  the  blessing  of  God, 
may  that  country  itself  become  a  vast  and  splendid  monu- 
ment, not  of  oppression  and  terror,  but  of  wisdom,  of  peace, 
and  of  liberty,  upon  which  the  world  may  gaze  with  admira- 
tion forever.  —  Daniel  Webster. 

I  never  advocated  war  except  as  a  means  of  peace. 

—  U.  S.  Grant. 

Blessed  are  the  peacemakers:  for  they  shall  be  called 
the  children  of  God.  —  Bible. 


202        SYSTEMATIC  MORAL  EDUCATION 

19.  THOUGHTS 

Those  who  labor  with  their  minds  govern  others.  Those 
who  labor  with  their  strength  are  governed  by  others. 

—  Chinese  Proverb. 

He  that  cannot  think  is  a  fool ; 
He  that  will  not  think  is  a  bigot; 
He  that  dare  not  is  a  slave. 

—  Carnegie. 

The  body  is  the  servant  of  the  mind.  It  obeys  the  opera- 
tion of  the  mind,  whether  the  thoughts  be  deliberately 
chosen  or  automatically  expressed.  At  the  bidding  of  un- 
lawful thoughts  the  body  sinks  rapidly  into  disease  and 
decay;  at  the  command  of  glad  and  beautiful  thoughts, 
it  becomes  clothed  with  youthfulness  and  beauty. 

Receive  your  thoughts  as  guests,  but  treat  your  desires  as 
children.  —  Chinese  Proverb. 

Mind  is  the  Master  power  that  molds  and  makes. 
And  man  is  Mind,  and  evermore  he  takes 
The  tool  of  Thought,  and  shaping  what  he  wills, 
Brings  forth  a  thousand  joys,  a  thousand  ills :  — 
He  thinks  in  secret,  and  it  comes  to  pass : 
Environment  is  but  his  looking-glass. 

Friends  give  flowers 
To  mark  the  hours 

Of  changing  seasons  as  they  roll. 

Thoughts  we  give, 
By  them  we  live, 

And  thoughts  are  blossoms  of  the  soul. 

—  Benton. 

Thought  is  the  seed  of  action.  —  Emerson. 

Self-control  requires  thought,  and  thought  is  the  builder 
of  character. 


QUOTATIONS;  MAXIMS;  PROVERBS  203 

Nurture  your  mind  with  great  thoughts;  to  believe  in  the 
heroic  makes  heroes. 

THOUGHTS  ARE  THINGS 

I  hold  it  true,  that  thoughts  are  things 
Endowed  with  being,  breath,  and  wings, 
And  that  we  send  them  forth  to  fill 
The  world  with  good  results  or  ill. 

That  which  we  call  our  secret  thought 
Speeds  to  the  earth's  remotest  spot. 
And  leaves  its  blessings  or  its  woes. 
Like  tracks  behind  it  as  it  goes. 

It  is  God's  law,  remember  it. 

In  your  still  chamber  as  you  sit, 

With  thoughts  you  would  not  dare  have  known. 

And  yet  make  comrades,  when  alone. 

These  thoughts  have  life,  and  they  will  fly, 
To  leave  their  impress  by  and  by,  ^ 

Like  some  marsh  breeze,  whose  poisoned  breath 
Breathes  into  homes  its  fevered  death. 

And  when  you  have  quite  forgot, 
Or,  all  outgrown  some  vanished  thought. 
Back  to  your  mind,  to  make  its  home, 
A  dove  or  raven  it  will  come. 

Then  let  your  secret  thoughts  be  fair, 
They  have  a  vital  part  and  share 
In  shaping  worlds  and  molding  fate, 
God's  system  is  so  intricate. 

—  Ella  Wheeler  Wilcox. 

20.   CHARACTER 

Character,  hke  porcelain,  must  be  painted  before  it  is 
glazed.    There  can  be  no  change  when  it  is  burnt  in. 

—  Henry  Ward  Beecher. 


204        SYSTEMATIC  MORAL  EDUCATION 

Man  is  his  own  star;  and  the  soul  that  can 
Render  an  honest  and  a  perfect  man, 
Commands  all  light,  all  influence,  all  fate; 
Nothing  to  him  falls  early,  or  too  late. 
Our  acts  our  angels  are,  or  good  or  ill, 
Our  fatal  shadows  that  walk  by  us  still. 

— Beaumont  and  Fletcher. 

We  are  all  hurrying  together 
Towards  the  silence  and  the  night, 
There  is  nothing  worth  the  seeking, 
But  the  sun- kissed  moral  light; 
There  is  nothing  worth  the  doing. 
But  the  doing  of  the  right. 

Character  is  to  wear  forever. 

Who  will  wonder  or  grudge  that  it  cannot  be  developed 
in  a  day?        -^ 

Act  well  your  part,  and  character  will  lead  your  life 
into  beauty.  — Shakespeare. 

Our  character  is  what  we  really  are,  while  our  reputa- 
tion is  only  what  people  think  we  are. 

Dream  less  of  being  great;  think  more  of  being  noble; 
thoughts  lead  to  actions;  actions  speak,  and  listening 
minds  will  hear. 

Build  thee  more  stately  mansions, 
O  my  soul. 

As  the  swift  seasons  roll, 
Leave  thy  low  vaulted  past, 
Let  each  new  temple,  nobler  than  the  last, 
Shut  thee  from  Heaven  with  a  dome  more  vast 

Till  thou  at  length  art  free. 
Leaving  thine  outgrown  shell  by  life's  unresting  sea. 

—  O.  W.  Holmes. 

Characters  drawn  on  dust,  that  the  first  breath  of  wind 
effaces,  are  altogether  as  useful  as  the  thoughts  of  a  soul 
that  perish  in  thinking.  —  Locke. 


QUOTATIONS;  MAXIMS;  PROVERBS  205 

Make  for  thyself  a  good  character.  All  things  thou 
mayest  lose,  but  if  thou  hast  for  thy  very  own,  God  and  a 
good  character,  thou  art  rich  indeed.  Not  even  death 
can  take  that  from  thee. 

A  character  is  like  an  acrostic,  read  it  backward,  forward, 
or  across,  it  still  spells  the  same  thing.        — Emerson. 

Our  character  cannot  be  essentially  injured  except  by  our 
own  acts.  — Anonymous. 

Every  good  habit  formed  is  a  help  toward  the  forming  of 
other  good  habits,  and  therefore  to  the  rounding  out  of  a 
good  and  lovely  character. 

The  habits  which  we  form  in  our  youth  lay  the  founda- 
tion of  a  strong  or  weak  character. 

Character  is  a  moral  order  seen  through  the  medium 
of  an  individual  nature  —  indeed,  men  of  character  are 
the  conscience  of  the  society  to  which  they  belong. 

—  Emerson. 
Have  a  character  of  such  quality  that  it  will  uphold  the 

principles  and  motives  that  control  a  good  life. 

The  prosperity  of  a  country  depends,  not  upon  the 
abundance  of  its  revenues,  nor  on  the  strength  of  its  fortifi- 
cations, nor  on  the  beauty  of  its  public  buildings,  but  it 
consists  in  the  number  of  its  cultivated  citizens,  in  its  men 
of  education,  enlightenment,  and  character;  here  are  to 
be  found  its  true  interest,  its  chief  strength,  its  real  power. 

—  Martin  Luther. 

Our  character  is  what  we  will,  for  what  we  will  we  are. 

—  Manning. 
A  man  gets  his  character  from  his  acts. 

Let  your  character  be  an  instrument  that  will  mark  you 
for  good. 


206        SYSTEMATIC  MORAL  EDUCATION 

Think  naught  a  trifle,  though  it  small  appear, 
Small  sands  the  mountain,  moments  make  the  year, 
And  trifles,  life. 

—  Edward  Young. 

Unsoiled,  unsullied,  let  its  raiment  be, 
So,  God  hath  given,  in  spotless  purity. 

A  man's  character  is  his  capital  stock.  Let  him  pre- 
serve it  inviolate,  if  he  would  maintain  his  standing  among 
men. 

Actions,  looks,  words,  and  steps  form  the  alphabet  by 
which  we  spell  character. 

Character  is  formed  by  a  variety  of  minute  circumstances, 
more  or  less  under  the  regulation  and  control  of  the  indi- 
vidual. Not  a  day  passes  without  its  discipline,  whether 
for  good  or  for  evil.  There  is  no  act,  however  trivial,  but 
has  its  train  of  consequences  on  our  character,  as  there  is  no 
hair  so  small  but  it  casts  its  shadow.  —  Smiles. 

Character  is  like  an  inward  and  spiritual  grace,  of 
which  reputation  is,  or  should  be,  the  outward  and  visible 
sign. 

Never  does  the  human  soul  appear  so  strong  as  when  it 
foregoes  revenge,  and  dares  to  forgive  an  injury. 

Character  is  formed  gradually;  as  the  foundation  of  a 
house  must  be  strong  and  steady  so  must  we  form  good 
habits  in  our  youth. 

In  character,  in  manners,  in  style,  in  all  things,  the 
supreme  excellence  is  simplicity. 

Our  characters  cannot  be  essentially  injured  except  by 
our  own  acts. 

You  cannot  dream  yourself  into  a  character,  you  must 
forge  one.  —  Carter. 


QUOTATIONS;  MAXIMS;  PROVERBS   207 

Reputation  is  what  the  world  gives  a  man;  character  is 
what  he  gives  himself. 

The  man  of  character  is  conscientious.  He  puts  his 
conscience  into  his  work,  into  his  words,  and  into  every 
action.  —  Smiles. 

That  ought  to  be  called  a  loss  that  is  gained  by  the  sacri- 
fice of  character. 

Character  is  something  one  can  tie  up  to,  while  life  lasts. 

Sow  an  act  and  reap  a  habit;  sow  a  habit  and  reap  a 
character;  sow  a  character  and  reap  a  destiny. 

Character  plays  a  larger  part  than  intellect  in  the  happi- 
ness of  life.  —  Lecky. 

Character  building  is  right  habit  building. 

The  only  way  you  can  help  your  fellow-men  is  being  the 
noblest  and  best  man  that  it  is  possible  for  you  to  be. 

—  Phillips  Brooks. 

Riches  I  owe  to  fortune,  beauty  to  my  parents,  but 
character  I  owe  to  myself. 

Reputation  depends  on  character;  but  character  needs 
not  reputation  to  make  it  stronger. 

Good  character  is  like  an  inward  and  spiritual  grace  upon 
whose  name  we  may  safely  depend. 

Were  I  so  tall  to  reach  the  pole, 

Or  grasp  the  ocean  by  my  span, 
I  must  be  measured  by  my  soul, 

The  mind's  the  standard  of  the  man. 

—  Watts. 

A  noble,  generous  character  is  only  to  be  found  in  a  life 
devoted  to  the  helpfulness  of  others. 

The  best  sort  of  character  cannot  be  formed  without 
effort.    There  needs  the  exercise  of  constant  self-watchful- 


208        SYSTEMATIC   MORAL  EDUCATION 

ness,  self-discipline,  and  self-control.  There  may  be  much 
faltering,  stmnbling,  and  temporary  defeat;  difficulties  and 
temptations  manifold  to  be  battled  with,  and  overcome; 
but  if  the  spirit  be  strong  and  the  heart  upright,  none 
need  despair  of  ultimate  success. 

21.   MANNERS 

Behave  toward  every  one  as  if  receiving  a  guest. 

A  rule  of  good  manners  is  to  refrain  from  commenting 
upon  yourself. 

In  manners  quiet  is  power. 

A  loud  laugh  betokens  an  empty  mind. 

Conspicuous  manners  are  bad  manners. 

Good  manners  are  made  up  of  petty  sacrifices. 

Good  manners  are  always  found  under  the  guidance  of 
the  will. 

Evil  communications  corrupt  good  manners.   —  Bible. 

Good  manners  is  the  art  of  making  those  people  easy  with 
whom  we  converse.  — Swift. 

A  man's  worth  is  estimated  in  this  world  according  to  his 
conduct. 

There  is  certainly  something  of  exquisite  kindness  and 
thoughtful  benevolence  in  that  rarest  of  gifts  —  fine 
breeding. 

Good  manners  are  a  part  of  good  morals.  —  Whately. 

Manners  are  the  happy  way  of  doing  things;  each  one 
a  stroke  of  genius  or  of  love,  now  repeated  and  hardened 
into  usage,  they  form  at  last  a  rich  varnish,  with  which 
the  routine  of  life  is  washed,  and  its  details  adorned.  If 
they  are  superficial,  so  are  the  dewdrops  which  give  such  a 
depth  to  the  morning  meadows.  —  Emerson. 


QUOTATIONS;    MAXIMS;   PROVERBS      209 

Good  breeding  is  the  result  of  much  good  sense,  some 
good  nature,  and  a  Httle  self-denial  for  the  sake  of  others, 
and  with  a  view  to  obtain  the  same  indulgence  from  them. 

—  Chesterfield. 

A  man's  own  good  breeding  is  the  best  security  against 
other  people's  ill  manners.  —  Chesterfield. 

By  a  man's  manners  is  he  judged  often,  when  he 
least  expects  it.  We  see  his  gentle  breeding  and  we  call 
him  a  gentleman,  or  we  notice  the  reverse  and  we  call  him 
ill-bred. 

The  highest  form  of  good  manners  is  to  forget  one's 
self,  and  think  constantly  what  will  make  another  happier 
and  more  comfortable. 

Do  you  wish  the  world  were  better  ? 

Let  me  tell  you  what  to  do. 
Set  a  watch  upon  your  actions, 

Keep  them  always  straight  and  true. 
Rid  your  mind  of  selfish  motives, 

Let  your  thoughts  be  clean  and  high. 
You  can  make  a  little  Eden, 

Of  the  sphere  you  occupy. 


IV.  SELECTIONS  FROM  THE  BIBLE 

Obedience. 

Prov.  3:1-7;  Ps.  1;  Prov.  5  : 7-13;  Prov.  4:1-5;  Ps. 
40  :  6-8;  1  Sam.  15  :  10-22;  119  :  33-40;  Gen.  22  : 1-13; 
Gen.  19  :  17-26;   Deut.  6  : 1-15. 

Self-control. 

Prov.  4  :  23-27;  Prov.  16  :  32;  21  :  23;  25  :  28. 

Service. 

Matt.  5:6;  Matt.  20  :  26-27;  Mark  10  :  43-44;  Luke  9  : 
24-25;  Luke  10  :  25-37;   John  13  :  4-17. 

Patriotism. 

Mark  12  :  14-17;  Luke  14  :  7-11;  Luke  18  :  10-17; 
Matt.  5:2-9;  Matt.  18  : 1-7;  Matt.  6  :  5-15;  Prov.  22  : 
3-5;  Prov.  16  :  18-19;  27  : 1-2;  Matt.  5:3-5;  Mark  9  : 
43^7;  Luke  4: 1-13. 

Helpfulness. 

Eccl.  41  :  10-16;  Ps.  23;  Matt.  7  :  12. 

Kindness. 

Matt.  20  :  14;  Luke  18  :  16;  Prov.  21  :  13;  Matt. 
5:7;   Mark  10:13-16. 

Confidence. 

Luke  12  :  22-30;  Luke  15  :  3-24;  Matt.  10  :  29-31;  Matt. 
21  :  22;   Matt.  7  : 1-6. 

Gratitude. 

Ps.  136  : 1-26. 

Charity. 

Matt.  6:3-5;  Mark  19:41;  Luke  14;  Matt.  5: 
38-48;  Prov.  10  :  12;  15  : 1-2;  3  :  27-29;  25  :  21-22;  Eccl. 

210 


SELECTIONS  FROM  THE  BIBLE  211 

11  : 1-6;  Ps.  41  : 1-3;  Deut.  24  :  19-24;  1  Cor.  13  : 1-13; 
Luke  14;  Mark  12  :  41-44;  Luke  6  :  27-38. 
Respect. 
To  Parents:  Prov.  19  :  26,  27;  30  :  17;  6  :  20-23;  20': 

20. 
To  Authority:   Eccl.  8  : 1-5. 
To  God:  Eccl.  12  : 1-7;  13-15;  Ex.  20  : 1-7. 
For  Sunday:  Ex.  20:8-11. 
For  Parents:  Ex.  20  :  12. 
For  Neighbors:  Ex.  20  :  12-17. 
Cleanliness. 
Prov.  20  :  9-12;  22  :  11. 

Cleaning  Temple.     Ps.  139  :  23-24;  Matt.  5:8;  Deut. 
23:9-11;   Matt.  5:33-37. 
Cheerfulness. 

Prov.  15  :  13-17;  17  :  22;  Eccl.  2  :  24-26;  5  :  18-20. 
Companions. 

Prov.  2  :  10-15;   Luke  15  :  11-24. 
Friendship. 
Prov.  17:7;  27:9-10. 
Courage. 

Dan.  3  ;  Dan.  6  :  10-28;   1  Sam.  7  :  38-54. 
Honor. 

Prov.  16  :  8;   Num.  13  :  26-30;   Ruth  1  :  16-18;  Sam. 
18  : 1-4;  Prov.  12  :  19-22. 
Work. 

Matt.  25  :  14-30;  Prov.  6  :  6-11;  Prov.  10  : 1-5;  Prov. 
26  :  12-16;  Prov.  22  :  29;  Prov.  18  :  9;  Prov.  19  :  15;  Prov. 
20  :  4;   Prov.  30  :  24-28;  Matt.  20  : 1-16;  Matt.  25  :  1-13; 
Matt.  25  :  14-30. 
Temperance. 

Prov.   20:1;   21:17;   23:1-5,    19-23,   29-32;   Is.   5: 
11-12,  22-23. 


212        SYSTEMATIC  MORAL  EDUCATION 

Play. 

Prov.  20:29;  Gen.  2:1-3. 

Thoughts. 

Luke  6  :  42-45;   Matt.  18  :  23-35. 

Character. 

Prov.  22  : 1;  Prov.  22  :  6;  Eccl.  7:1;  Matt.  7  :  24-27; 
Matt.  13  :  3-9;  Matt.  13  :  18-23;  Matt.  21-29;  Matt. 
13  : 1-8;  Matt.  13  :  18-23. 

Education  or  Wisdom. 

Prov.  3  :  13-20;  2  : 1-9;  20  :  15;  8  :  10-36;   10  :  14-17. 


V.   HYMNS  AND   SONGS 

COME,  FRIENDS,  THE  WORLD  WANTS  MENDING 

Come,  friends,  the  world  wants  mending, 

Let  none  sit  down  and  rest, 
But  seek  to  work  like  heroes. 

And  nobly  do  your  best. 

Be  kind  to  those  around  you. 

To  Charity  hold  fast, 
Let  each  think  first  of  others, 

And  leave  himself  till  last. 

Act  unto  others  as  you  would 

That  they  should  do  to  you. 
Much  may  be  done  by  every  one; 

There's  work  for  all  to  do. 

WORK  AND  PLAY 

Hand  in  hand  thro'  the  children's  land 
Work  and  Play  their  journey  took. 

Bright  and  gay  were  the  eyes  of  Play, 
Work's  face  wore  a  thoughtful  look. 

Friends  they  found  'mid  the  throng  around, 
Some  loved  Work  and  some  loved  Play, 

So  each  tried  from  the  other's  side 
Quietly  to  steal  away. 

But,  apart,  Work  and  Play  lost  heart. 

Neither  seemed  to  be  the  same, 
Work  grew  sad  and  no  longer  glad. 

Play  soon  wearied  of  each  game. 
213 


214       SYSTEMATIC  MORAL  EDUCATION 

So  once  more  as  they  were  before, 

Passed  they  through  the  children's  land, 

Since  'twas  best,  every  one  confessed, 
That  they  should  go  hand  in  hand. 

LET  IT   PASS 
Be  not  swift  to  take  offense, 

Let  it  pass. 
Anger  is  a  foe  to  sense, 

Let  it  pass. 
Brood  not  darkly  o'er  a  wrong, 
Which  will  disappear  e'er  long, 
Kather  sing  this  cheery  song, 

Let  it  pass. 

If  for  good  you've  taken  ill, 

Let  it  pass, 
O  be  kind  and  loving  still. 

Let  it  pass. 
Time  at  last  makes  all  things  straight. 
Let  us  not  resent,  but  wait. 
Keep  the  inner  spirit  great. 

Let  it  pass. 

Bid  your  anger  to  depart. 

Let  it  pass. 
Lay  these  homely  words  to  heart, 

Let  it  pass. 
Follow  not  the  angry  throng, 
Better  to  be  wronged  than  wrong. 
Therefore  sing  the  cheery  song. 

Let  it  pass. 

STILL  WITH   THEE 

Still,  still  with  Thee,  when  purple  morning  breaketh, 
When  the  bird  waketh,  and  the  shadows  flee; 

Fairer  than  morning,  lovelier  than  daylight. 

Dawns  the  sweet  consciousness,  I  am  with  Thee. 

Alone  with  Thee,  amid  the  mystic  shadows, 
The  solemn  hush  of  nature  newly  born; 

Alone  with  Thee  in  breathless  adoration. 
In  the  calm  dew  and  freshness  of  the  morn. 


HYMNS  AND  SONGS  215 

When  sinks  the  soul,  subdued  by  toil,  to  slumber, 

Its  closing  eye  looks  up  to  Thee  in  prayer; 
Sweet  the  repose  beneath  Thy  wing  o'ershading. 

But  sweeter  still,  to  wake  and  find  Thee  there. 

—  Tune :  Consolation. 

DAKE  TO   DO  EIGHT 

Dare  to  do  right !     Dare  to  be  true  I 
You  have  a  work  that  no  other  can  do; 

Do  it  so  bravely,  so  kindly,  so  well, 
Angels  will  hasten  the  story  to  tell. 


Dare,  dare,  dare  to  do  right, 

Dare,  dare,  dare  to  be  true  I 
Dare,  dare  to  do  right. 

Dare  to  be  true. 

LEAD,   KINDLY  LIGHT 

Lead,  kindly  Light,  amid  the  encircling  gloom, 

Lead  thou  me  on; 
The  night  is  dark,  and  I  am  far  from  home. 

Lead  Thou  me  on. 
Keep  thou  my  feet ;   I  do  not  ask  to  see 
The  distant  scene,  one  step  enough  for  me. 

I  was  not  ever  thus,  nor  prayed  that  Thou 

Shouldst  lead  me  on. 
I  loved  to  choose  and  see  my  path,  but  now 

Lead  Thou  me  on. 
I  loved  the  garish  day,  and,  spite  of  fears, 
Pride  ruled  my  will,  remember  not  past  years. 

DUTY 

Purer  yet  and  purer 

I  would  be  in  mind, 
Dearer  yet  and  dearer, 

Ev'ry  duty  find; 


216        SYSTEMATIC  MORAL  EDUCATION 

Hoping  still  and  trusting 

God  without  a  fear, 
Patiently  believing 

He  will  make  all  clear. 

Calmer  yet  and  calmer, 

Trial  bear  and  pain, 
Surer  yet  and  surer, 

Peace  at  last  to  gain; 
Suff' ring  still  and  doing, 

To  His  will  resigned, 
And  to  God  subduing, 

Heart  and  will  and  mind. 

Higher  yet  and  higher. 

Out  of  clouds  and  night, 
Nearer  yet  and  nearer. 

Rising  to  the  light,  — 
Light  serene  and  holy, 

Where  my  soul  may  rest, 
Purified  and  lowly. 

Sanctified  and  blest. 

—  Tune:  Lyndhurst. 

LEND   A   HELPING   HAND 

Lend  a  helping  hand,  my  brother. 

To  the  weary  by  the  way, 
Bow'd  beneath  life's  heavy  burdens 

'Mid  the  toil  and  heat  of  day; 
Pass  no  comrade  by  in  silence, 

Cheerful  words  and  smiles  bestow, 
Let  them  be  as  sunshine  scattered 

All  along  their  path  below. 


Lend  a  helping  hand,  my  brother. 
This  shall  have  its  own  reward. 

And  the  good  you  do  another 
Is  remembered  by  the  Lord. 


HYMNS  AND  SONGS  217 

Lend  a  helping  hand,  my  brother. 

Some  one  needs  your  help  each  day. 
Always  some  one  needing  comfort 

You  will  find  along  the  way. 
Always  hearts  that  hunger  after 

Words  of  love,  and  hope,  and  cheer  — 
Always  faces  we  may  brighten. 

With  the  smile  that  dries  the  tear. 


EVENING   HYMN 

Now  the  day  is  over, 
Night  is  drawing  nigh ; 
Shadows  of  the  evening 
Steal  across  the  sky. 

Through  the  long  night  watches, 
May  Thine  angels  spread 
Their  white  wings  above  me, 
Watching  roimd  my  bed. 

When  the  morning  wakens, 
Then  may  I  arise 
Pure,  and  fresh,  and  sinless 
In  thy  holy  eyes. 


•Tune:  Merral. 


SCHOOL   HYMN 


Gracious  God,  our  Heavenly  Father, 

Meet  and  bless  our  school,  we  pray; 
As  in  humble  trust  we  gather. 

Teachers,  students,  here  to-day, 
Ev'ry  joy  and  ev'ry  blessing 

From  Thy  bounteous  hand  we  own; 
May  Thy  love,  our  souls  possessing, 

Draw  us  nearer  to  Thy  Throne. 

—  Tune:  Faber. 


218       SYSTEMATIC  MORAL  EDUCATION 


GUIDANCE 

Lead  us,  heavenly  Father,  lead  us. 

O'er  the  world's  tempestuous  sea, 
Guard  us,  guide  us,  keep  us,  feed  us, 
For  we  have  no  help  but  Thee; 
Yet  possessing 
Every  blessing, 
If  our  God  our  Father  be. 

Spirit  of  our  God,  descending, 

Fill  our  hearts  with  heavenly  joy 
Love  with  every  passion  blending. 
Pleasure  that  can  never  cloy; 
Thus  provided, 
Pardoned,  guided. 
Nothing  can  our  peace  destroy. 

GOD  IS  LOVE 

Earth,  with  her  ten  thousand  flowers, 
Air,  with  all  its  beams  and  showers. 

All  around,  and  all  above. 

Hath  this  record,  "God  is  love." 

Sounds  among  the  vales  and  hills, 
In  the  woods,  and  by  the  rills. 

All  these  songs,  beneath,  above, 
Have  one  burthen,  "  God  is  love." 

All  the  charities  that  start 

From  the  fountains  of  the  heart, 

These  are  voices  from  above. 

Sweetly  whispering,  "  God  is  love." 

MIND   AND   HEART 

Grant  us,  O  Lord,  a  willing  mind 

To  learn  what  Thou  would 'st  have  us  do. 

And  how  we  may  Thy  favor  find, 
And  love  and  serve  each  other  too. 


HYMNS  AND  SONGS  219 

Grant  us,  O  Lord,  a  grateful  heart 

To  feel  Thy  kindness  and  obey; 
Never  may  we  from  Thy  love  depart, 

Never  may  we  leave  Thy  kindly  way. 

—  Tune :  Beethoven. 

FATHER,   LEAD  MB 

Father,  lead  me  day  by  day, 

Ever  in  Thine  own  sweet  way, 
Teach  me  to  be  pure  and  true, 

Show  me  what  I  ought  to  do. 

When  I'm  tempted  to  do  wrong, 

Make  me  steadfast,  wise,  and  strong; 
And  when  all  alone  I  stand. 

Shield  me  with  Thy  mighty  hand. 

When  my  work  seems  hard  and  dry. 

May  I  press  on  cheerily  ; 
Help  me  patiently  to  bear 

Pain  and  hardship,  toil  and  care. 

—  Tune :  BattishilL 

AWAKE,   MY  SOUL 

Awake,  my  soul,  and  with  the  sun 

Thy  daily  stage  of  duty  run ; 
Shake  off  dull  sloth,  and  early  rise. 

To  pay  thy  morning  sacrifice. 

Let  all  thy  converse  be  sincere. 

Thy  conscience  as  the  noonday  clear; 
Think  how  all-seeing  God  thy  ways 

And  all  thy  secret  thoughts  surveys. 

THESE  THINGS  SHALL  BE 

These  things  shall  be !    A  loftier  race 

Than  e'er  the  world  hath  known  shall  rise, 

With  flame  of  freedom  in  their  souls 
And  light  of  knowledge  in  their  eyes. 


220       SYSTEMATIC  MORAL  EDUCATION 

They  shall  be  gentle,  brave,  and  strong, 
Not  to  spill  human  blood,  but  dare 

All  that  may  plant  man's  lordship  firm 
On  earth  and  fire  and  sea  and  air. 

There  shall  be  no  more  sin  nor  shame, 
And  wrath  and  wrong  shall  fettered  lie ; 

For  man  shall  be  at  one  with  God 
In  bonds  of  firm  necessity. 

—  Tune :  Duke  Street. 

god's  commands 

How  gentle  God's  commands  I 

How  kind  His  precepts  are  I 
Come,  cast  your  burdens  on  the  Lord, 

And  trust  His  constant  care. 

Beneath  His  watchful  eye 

His  saints  securely  dwell ! 
That  hand  which  bears  all  nature  up 

Shall  guard  His  children  well. 

His  goodness  stands  approved, 

Unchanged  from  day  to  day; 
I'll  drop  my  burden  at  His  feet, 

And  bear  a  song  away. 


—  Tune:  Dennis. 


WORK 


Work  for  the  night  is  coming. 

Work  thro'  the  morning  hours; 
Work  while  the  dew  is  sparkling, 

Work  'mid  springing  flowers; 
Work  when  the  day  grows  brighter, 

Work  in  the  glowing  sun : 
Work,  for  the  night  is  coming, 

When  man's  work  is  done. 

Work  for  the  night  is  coming, 
Work  thro'  the  sunny  noon; 

Fill  brightest  hours  with  labor, 
Rest  comes  sure  and  soon ; 


HYMNS  AND  SONGS  221 

Give  every  flying  minute 

Something  to  keep  in  store : 
Work,  for  the  night  is  coming, 

When  man  works  no  more. 


USEFULNESS 

God,  make  my  life  a  httle  light, 

Within  the  world  to  glow, 
A  little  flame  that  burneth  bright 

Wherever  I  may  go. 

God,  make  my  life  a  little  flower 

That  giveth  joy  to  all ; 
Content  to  bloom  in  native  bower, 

Although  the  place  be  small. 

God,  make  my  life  a  little  staff 

Whereon  the  weak  may  rest; 
That  so,  what  health  and  strength  I  have 

May  serve  my  neighbors  best. 

teacher's  hymn 

Lord,  speak  to  me,  that  I  may  speak 
In  living  echoes  of  Thy  tone; 

As  Thou  hast  sought,  so  let  me  seek, 
Thy  erring  children  lost  and  lone. 

O  lead  me,  Lord,  that  I  may  lead 
Others,  and  guide  the  wav'ring  feet; 

O  feed  me,  Lord,  that  I  may  feed 
Thy  hungering  ones  with  manna  sweet. 

0  strengthen  me,  that  while  I  stand 
Firm  on  the  rock  and  strong  in  Thee, 

1  may  stretch  out  a  loving  hand. 

To  wrestlers  with  the  troubled  sea. 


222        SYSTEMATIC  MORAL  EDUCATION 

O  fill  me  with  Thy  fullness,  Lord, 
Till  e'en  my  very  heart  o'erflows, 

In  kindling  thought  and  glowing  word, 
Thy  love  to  tell,  Thy  praise  to  show. 

Tune  :  Holky, 

OBEDIENCE 

Father,  whate'er  of  earthly  bliss 

Thy  sov'reign  will  denies, 
Accepted  at  Thy  throne  of  grace, 

Let  this  petition  rise : 

Give  me  a  calm  and  thankful  heart; 

From  every  murmur  free; 
The  blessings  of  Thy  grace  impart 

And  make  me  live  to  Thee. 

Let  the  sweet  hope  that  Thoti  art  mine 

My  path  of  life  attend ; 
Thy  presence  through  my  journey  shine, 

And  crown  my  journey's  end. 

—  Tune:  NaomU 

SUNSHINE 

In  a  world  where  sorrow 

Ever  will  be  known, 
Where  are  found  the  needy, 

And  the  sad  and  lone; 
How  much  joy  and  comfort 

You  can  all  bestow, 
If  you  scatter  sunshine 

Everywhere  you  go. 

CHOKTJS 

Scatter  sunshine  all  along  the  way. 
Cheer,  and  bless,  and  brighten, 

Every  passing  day. 
Every  passing  day. 


HYMNS  AND  SONGS  223 

Slightest  actions  often 

Meet  the  sorest  needs. 
For  the  world  wants  daily, 

Little  kindly  deeds; 
Oh,  what  care  and  sorrow, 

You  may  help  remove. 
With  your  song  and  sunshine^ 

With  your  deed  of  love. 

When  the  days  are  gloomy, 

Sing  some  happy  song. 
Meet  the  world's  repining. 

With  a  courage  strong; 
Go  with  faith  undaunted. 

Thro'  the  ills  of  life, 
Scatter  smiles  and  sunshine, 

O'er  its  toil  and  strife. 

HOME,   SWEET  HOME 

'Mid  pleasures  and  palaces  though  we  may  roam. 

Be  it  ever  so  humble,  there's  no  place  like  home; 
A  charm  from  the  skies  seems  to  hallow  us  there. 

Which  seek  thro'  the  world,  is  ne'er  met  with  elsewhere. 
Home,  home,  sweet,  sweet  home, 
Be  it  ever  so  humble. 
There's  no  place  like  home. 

FRIENDSHIP 

Blest  be  the  tie  that  binds 

Our  hearts  in  mutual  love; 
The  fellowship  of  kindred  minds 

Is  like  to  that  above. 

We  share  our  mutual  woes, 

Our  mutual  burdens  bear; 
And  often  for  each  other  flowa 

The  sympathizing  tear. 

—  Tune:  Dennis. 


224        SYSTEMATIC  MORAL  EDUCATION 


THE  DEAREST  SPOT 

The  dearest  spot  on  earth  to  me,  is  home,  sweet  home ; 

The  fairyland  I  long  to  see,  is  home,  sweet  home, 

There  how  charmed  the  sense  of  hearing. 

There  where  hearts  are  so  endearing, 

All  the  world  is  not  so  cheering,  as  home,  sweet  home. 

The  dearest  spot  on  earth  to  me,  is  home,  sweet  home; 

The  fairyland  I  long  to  see,  is  home,  sweet  home. 

I've  taught  my  heart  the  way  to  prize,  my  home,  sweet  home; 

I've  learn'd  to  look  with  longing  eyes, 

On  home,  sweet  home; 

There,  where  vows  were  truly  plighted. 

There,  where  hearts  are  so  united, 

All  the  world  beside  I've  slighted,  for  home,  sweet  home. 


GOOD  WILL 

Have  you  had  a  kindness  shown  ? 

Pass  it  on; 
'Twas  not  giv'n  for  thee  alone. 

Pass  it  on. 
Let  it  travel  down  the  years. 
Let  it  wipe  another's  tears 
Till  in  heaven  the  deed  appears  — 

Pass  it  on. 

Did  you  hear  the  loving  word? 

Pass  it  on; 
Like  the  singing  of  a  bird  ? 

Pass  it  on. 
Let  its  music  live  and  grow. 
Let  it  cheer  another's  woe. 
You  have  reaped  what  others  sow- 

Pass  it  on. 


HYMNS  AND  SONGS  225 


MAIDEN  S  WISH 

Were  I  the  sun,  so  high  in  heaven  soaring, 

Only  on  thee  should  my  friendly  rays  be  pouring. 

Not  on  the  forest  green, 

Not  on  the  fields  serene. 

But  in  thy  little  window; 
There  would  I  all  my  friendly  rays  be  pouring, 
Were  I  the  sun  so  high  in  heaven  soaring. 

Were  I  a  birdling  high  in  heaven  singing, 

Joy  to  thy  heart  should  my  song  be  ever  bringing. 

Not  in  the  forest  green. 

Not  in  the  fields  serene, 

But  in  thy  little  window; 
Were  I  a  birdling  there  would  I  be  singing, 
Joy  to  thy  heart  my  songs  should  e'er  be  bringing. 

—  Chopin. 

SCHLUMMERLIED 

Gently  rest,  the  night  stars  gleam ; 
Soft  thy  slumber,  bright  thy  dream. 
Fear  no  harm,  for  I  will  keep 
Watch  with  love  while  thou'rt  asleep, 
Watch  with  love  while  thou'rt  asleep: 
O,  hush  thee  now  in  slumber  mild. 
While  watch  I  keep ;   O  sleep  my  child. 

Let  but  angels  whisp'ring  tell 
In  thy  dreaming  where  they  dwell; 
In  that  land  where  no  decay 
Steals  the  flow'rs  they  love  away. 
Steals  the  fliow'rs  they  love  away. 

Ah,  'twere  vain  to  tell  thee  now 
Of  the  love  my  heart  can  know; 
Only  now  for  thee  I  pine. 
All  a  mother's  love  is  thine, 
All  a  mother's  love  is  thine, 
O,  hush  thee  now,  etc. 


EDITED  BY 

FRANK  R.  RK 

Director  of  Music,  Public  Schools,  Mew  York  City 


A  collection  of  SONGS  THAT 
YOUNG  PEOPLE  OUGHT  TO 
KNOW. 

They  may  be  sung  either  as  unison, 
two,  three  or  four-part  songs. 

The  selections  cover  a  wide  field 
and  include  PART  SONGS.  THE 
ART  SONGS  OF  CLASSIC  AND 
ROMANTIC  COMPOSERS, 
DEVOTIONAL  SONGS. 

The  correct  versions  of  national 
songs  are  to  be  found  in  this  book. 
These  versions  have  been  adopted  in 
Boston  schools,  and  it  is  hoped  that 
others  will  join  the  movement  for 
uniformity. 

PRICES 

With  Hymnal  Supplement  -    -  60  cents 

Without  Supplement  -     -     -    -  60  cents 

Special  Rates  for  Introduction 

THE   A.    S.   BARNES    COMPANY 
II    East   24th    Street       ::       New   York 


Teaching   to   Read 

By     JAMES     L.     HUGHES 

Inspector    of    Schools,     Toronto,    Canada 


READING  well  means  getting  thought 
from  visible  language — rapidly,  ac- 
curately, comprehensively.  Old 
methods  of  teaching  made  the  show^  exer- 
cise of  reading  aloud  the  end  to  be  sought. 
These  methods  failed,  in  most  cases,  to 
develop  sv^ift,  accurate  readers.  Less  than 
one-tenth  of  our  reading  is  done  aloud. 
Why  make  it  the  ideal — especially  when  it 
has  been  demonstrated  that  those  who  have 
first  gained  efficiency  in  the  thought-getting 
process  of  silent  reading  in  the  end  prove 
the  best  oral  readers? 

The  author's  plans  and  devices  for  de- 
veloping this  power  are  as  sound  as  his 
logic.  His  method  is  built  upon  a  full 
knowledge  of  what  will  help  the  teacher  in 


the  most  practical  way.  The  suggestions 
offered  for  gaining  the  children's  interest  are 
original  and  valuable. 

The  author  develops  his  subject  in  the 
following  order :  Meaning  of  Learning  to 
Read;  Logical  Order  of  Steps;  General 
Principles;  Word  Recognition;  Phonic 
Method ;  Recognition  of  Visible  Language; 
Expression;  Reading  Matter  for  Primary 
Classes. 

16  mo.  Cloth  50  Cents  Net 

Postage    4    cents 

MISTAKES    IN    TEACHING 


HOW     TO     SECURE     AND 
RETAIN      ATTENTION 

By  JAMES  L.  HUGHES 

Two  books  deeding  with  actueil  problems  of  the  cleiss- 
room  in  a  practical  manner  by  a  resourceful  and  widely 
experienced  teacher. 

I6mo.  Cloth  Each  50  Cents  Net 

Postage    1    cents 

THE  A.  S.  BARNES  COMPANY 
New  York 


UNIVERSITY  OF  CALIFORNIA  AT  LOS  ANGELES 

THE  UNIVERSITY  LIBRARY 
This  book  is  DUE  on  the  last  date  stamped  below 


JAN  1  9  1954 


JUN  ^ 


JUN     5  ia5& 

NOV  2  6  195B 
jUti4    1^59 


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RECEIVED 

NOV  8    1915 

EDO.IPSiCH. 

ffiC*D  kB-URL 

uKiUh     MAR  26 '91 


UNIVERSITY  OF  CALIFORNIA 

AT 

LOS  ANGELES 


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UC  SOUTHERN  REGIONAL  LIBRARY  FACILITY 


AA    001034  310    1 


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